document resume - eric · 2014-03-04 · document resume. ed 261 862. se 045 989. title. k-6...

DOCUMENT RESUME

ED 261 862 SE 045 989

TITLE K-6 Science Curriculum Guide. Bulletin 1613.INSTITUTION Louisiana State Dept. of Education, Baton Rouge. Div.

of Academic Programs.PUB DATE 84NOTE 516p.; For other guides in this series, see SE 045

987.PUB TYPE Guides - Classroom Use Guides (For Teachers) (052)

EDRS PRICE MF02/PC21 Plus Postage.DESCRIPTORS *Behavioral Objectives; Biological Sciences;

Competency Based Education; *Course Descriptions;Curriculum Development; Earth Science; ElementaryEducation; *Elementary School Science; PhysicalSciences; Process Education; *Science Activities;Science Curriculum; Science Education; *ScienceInstruction; *Science Programs; State CurriculumGuides

IDENTIFIERS *Louisiana

ABSTRACTThis curriculum guide, developed to establish'

statewide curriculum standards for the Louisiana Competency-basedEducation Program, encompasses those standards that Must be includedin the elementary school (kindergarten to grade 6) science program.It consists of: (1) a rationale for an effective elementary schoolscience program; (2) a list and description of four major goals ofscience; (3) a list and description of eight basic and fiveintegrated process skills; and (4) a list of skills and curriculumoutline for grades K-3 and another list of skills and curriculumoutline for grades 4-6. The lists of skills and curriculum outlinesare organized according to three broad disciplines: life science(senses, living/nonliving matter, plants, animals, and the humanbody); earth science (soil, weather, the solar system, and theearth); and physical science (change-space relations, light, sound,air, matter, heat, magnetism, electricity, and simple machines).Included for the topics within the curriculum outline are performanceobjectives correlated with a concept, process skill(s), and suggestedactivities. The outline for graphing and measuring skills for gradesK-3 and 4-6 is included in appendices. Also included are briefcomments on evaluation, techniques. (JN)

************************************************************************ Repr,,ductions supplied by EDRS are the best that can be made *

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U.11. DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION

EDUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)

iiiThes document has been reproduced sSreceived from the person of organizatooriginating it

, Minor changes have been mad to improvereproduction quality

Points of view or opinions stated in thrsdocuTOM do not necessarily represent official NIE

position or policy.

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

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TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

0

.,

This public document was published at a cost of $42,679.30; twenty-six thousand copies of thispublic document were published in this first printing at a cost of $42,679.30. The total cost ofall printings of this document, including reprints, is $42,679.30. This document was publishedby the Louisiana Department of Education, P. 0. Box 44064, Baton Rouge, Louisiana 70804,to provide technical assistance to local school boards and the public under authority of R.S.17:24.1. This material was printed in accordance with the standards for printing by state agen-cies established pursuant to R.S. 43:31.

0 4

STATE OF LOUISIANA

DEPARTMENT OF EDUCATION

K-6 SCIENCE CURRICULUM GUIDE

BULLETIN 1613,

1984

Issued by

Office of Academic Programs

THOMAS G. CLAUSEN, Ph.D.

Superintendent

5

FOREWORD

Act 750 of the 1979 Louisiana Legislature (R.S. 17:24.4) established the Louisiana Competency-Based EducationProgram. One of the most important provisions of Act 750 is the mandated development and establishment ofstatewide curriculum standards for required subjects. These curriculum standards include curriculum guideswhich contain minimum skills, suggested activities, and suggested materials of instruction.

During the 1979-80 school year, evrriculum guides were developed by advisory and writing committees Lepresent-ing all levels of professional education and all geographic areas across the State of Louisiana for thefollowing Science courses: Elementary K-6, Life Science, Earth Science, Physical Science, General Science,Biology, Chemistry, and Physics.

During the 1982-83 school year, the curriculum guides were piloted by teachers in school systems representingthe different geographic areas of the State as well as urban, suburban, inner-city, and rural schools. The

standard populations involved in the piloting reflect also the ethnic composition of Louisiana's studentpopulation. Based upon participants' recommendations at the close of the 1982-83 pilot study,, the curriculumguides were revised to ensure that they are usable, appropriate, accurate, comprehensive, relevant, and clear.

Following the mandate of Act 730, the revised curriculum guides will be implemented statewide in the 1984-85school year. The statewide implementation is not, however, the end of the curricular development process. A

vs,

continuing procedure for revising and improving curricular materials has been instituted to ensure thatLouisiana students have an exemplary curriculum available to them--a curriculum that is current, relevant, and

comprehensive. Such a curriculum is essential if we are to provide the best possible educational opportuni-ties for each student in the public schools of Louisiana.

Thomas G. Clausen, Ph.D.

6 7

TABLE OF CONTENTS;

Foreword ii

Table of Contents iii

State Board of Elementary and Secondary Education iv

Acknowledgments " v

Curriculum Writing Team 7 vi

Curriculum Review Team vii

Rationale viii

',0

Goals v x

Process Skills xi

Skills Cnecklist (K-3) 1

Curriculum Standards (K-3) 11

Skills Checklist (4-6) 85

Curriculum Standards Life Science (4-6) 97

Curriculum Standards Earth Science (4-6) 129

Curriculum Standards Itysical Science (4-6) 161

Appendix 1 - Graphing (K-3) 227

Appendix 2 - Graphing (4-6) 233

Appendix 3 - Measuring (K-6) 247

Bibliography 263

Evaluative Techniques 264

iii

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Bro. Felician Fourrier, S.C.President

Member-at-large

Dr. Claire R. LandryVice-PresidentFirst Congressional District

Mrs. Marie Louise SnellingsSecretary - Treasurer

Fifth Congressional District

Mr. Jesse H. BankstonSixth Congressional District

Dr. John A. BertrandSeventh Congressional District

Mr. Milton HamelFourth Congressional District

LOUISIANA STATE. BOARD

OF ELEMENTARY AND SECONDARY EDUCATION

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Mrs. Gloria J. HarrisonMember-at-large

Mrs. Martha Scott HenryMember-at-large

Mr. A.J. "Sookie" Roy, Jr.Eighth Congressional District

Bro. David Sinitiere, F.S.C.Second Congressional District

Mr. Jack PellegrinThird Congressional District

EXECUTIVE DIRECTOR

Mr. James V. SoileauState Board of Elementaryand Secondary Education

ACKNOWLEDGMENTS

This publication represents the cooperative efforts of personnel in the Bureaus of Secondary Education;

Elementary Education; and Curriculum, Inservice, and Staff Development within the Office of Academic Programs.

Special recognition goes to Donald W. McGehee, Supervisor, Science Section, who served as chairman in the

development of the guide. Special commendation goes also to members of the writing and review teams who

worked diligently to make this publication a reality.

2:14,e44.,William E. Stephtfls,,Jr

Assistant SuperintendentOffice of Academic Programs

J Rivet, DirectorBureau of Secondary Education

11V

Helen Brown, E .D., DirectorBureau of Curriculum, Inservice,and Staff Development

William A. Davis, Ed.D., DirectorBureau of Elementary Education

12

Dr. Paul Beisenherz (CHAIRMAN)Department of Elementary EducationUniversity of New OrleansLake FrontNew Orleans, Louisiana 70122

Ernestine JonesSt. Rose Primary SchoolBox 188St. Rose, Louisiana 70087

Dr. Patsy Boudreau (CONSULTANT)Ruston High SchoolCooktown RoadRuston, Louisiana

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CURRICULUM WRITING TEAM

Jeanne FrechJohn A. Shaw Elementary School2518 Arts StreetNew Orleans, Louisiana 70117

Sally Tranum,Strehle Elementary School178 Millie DriveWestwego, Louisiana 70094

Roland BootyVernon Elementary SchoolLeesville, Louisiana 71446

Dr. Pat King (CONSULTANT)Supervisor, Elementary Ed.La. Department of EducationBaton Rouge, Louisiana 70804

Patricia StrainParadise Elementary School5010 Monroe HighwayPineville, Louisiana 71360

Mona HebertIndian Bayou High SchoolRoute 2, Box 249Rayne, Louisiana 70578

Marjorie King (CONSULTANT)Jefferson Parish School System519 Huey P. Long Avenue

Dr. Larry Byrnes (CONSULTANT)Dean, College of EducationSoutheastern Louisiana Univ.Hammond, Louisiana

Joy Tingle (CONSULTANT)Terrebonne Parish Sch. BoardP. O. Box 5097Houma, Louisiana 70361

Bureau of Secondary Education

Mr. Donald W. McGehee, SupervisorScience and Environmental Education

15

CURRICULUM REVIEW TEAM

Linda EasonMeadowview Elementary1803 Bayou CircleBossier City, LA 71112

Adele BarnesArabi Elementary721 FriscovilleArabi, Louisiana 70032

Gloria WilliamsPeabody Sixth Grade Center3116 Heather CourtAlexandria, LA 71301

STATE DEPARTMENT OF EDUCATION PERSONNEL

Curriculum, tnservice, and SEaff Development

Dr. Helen Brown, DirectorDr. Sylvia Torbet, Assistant DirectorMr. Paul Vanderburg, Section ChiefMrs. Cornelia B. Barnes, Administrative Officer

vii

Rita JosephHahnville Elem Sch.P. O. Box 526Hahnville, LA 70057

Grace DugasEylsian Fields Middle700 Hibernia PlaceHouma, Louisiana 70360

Bureau of Elementary Education

Ms. Shelby Lewis, Supervisor

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RATIONALE FOR ELEMENTARY SCHOOL SCIENCE CURRICULUM

The Elementary science Curriculum Guide provides abundant opportunities for the developme4t in our students offundamental academic skills. In using the scientific method, students have opportunities to develop languagearts and mathematical skills through applied use. Activities in the curriculum guide reinforce readingcomprehension skills, applied writing skills, and basic computation skills as an integral part of the

scientific process. The science teacher can, by sharing responsibility for this type of instruction,contribute to student development and achievement in basic skills areas while improving the quality of studentachievement in science.

For children, science is discovering why one can't find doodlebugs during the winter season; it is figuringout how to light a bulb with a wire and dry cell; it is planting a tree and watching it grow; it is the wonderand respect for life gained by nurturing a family of gerbils or hamsters. Luther Burbank once described someof the concrete learning experiences that each child should have as follows:

Every child should have mudpies, grasshoppers, waterbugs, tadpoles, frogs, mud turtles,elderberries, wild strawberries, acorns, chestnuts, trees to climb, brooks to wade in,water lilies, woodchucks, bats, bees, butterflies, various animals to pet, hayfields,pine cones, rocks to roll, sand, snakes, huckleberries, and hornets; and any child whohas been deprived of these has been deprived of the best part of his education.

Science educators at.d psychologists agree that elementary school children deal most effectively with concretematerials and experiences. In general, children's initial science experiences should be characterized bytheir experiencing the object or phenomenon while using as many of the senses as possible. Demonstrations,

exhibits, pictures, and words can be used to communicate with meaning only after a good experientialfoundation has been laid.

It has been the experience of the newer science programs funded by the National Science Foundation thatchildren of all abilities can succeed and profit from a "concrete approach to science instruction." Indeed,

the motivation derived from success, in addition to the motivation derived from the excitement of exploringwith materials and ideas, can be an important factor in developing positive attitudes toward science andschool.

Closely associa%ed with teaching science through concrete experiences is the development of process skills.Whenever magnets, bulbs, dry cells, wire, doodlebugs, etc., are being observed and manipulated by childr....,process skills can be developed; however, the teacher is a crucial factor. If the teacher does not askquestions which require children to observe, infer, hypothesize, measure., design experiments, etc., theseprocess skills will not be developed.

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This guide encompasses the curriculum standards that must be included in each teacher's instructional program.The guide shall be used as a base from which to develop each teacher's own appropriate scope and sequencedepending on the grade level taught And the commercial program adopted.

The curriculum standards are grouped according to three broad disciplines: ,Life Science, Earth Science, andPhysical Science. The Life Science section includes the content strands Nbr, the senses, living/nonliving

matter, plants, animals, and the human body. The Earth Science section contains,the content strands of soil,weather, the solar system, and the earth. Finally, the content strands of Physical Science are change-spacerelations, light, sound, air, matter, heat, magnetism, electricity, and simple machines.

A detailed skills chart is included to assist teachers in organizing their instructional program. The chart

wily enable each teacher quickly to correlate the skills contained within the guide to the basal program

he/she is currently using. The teacher will then determine the proper sequence of each content strand.

The Curriculum Standards Committee in K-6 Science agreed that it would be impossible to assign specificcontent strands to any one grade level because of the diversity of scope and sequence of skills from one Stateapproved commercial program to another. In order to address this concern, the Committee felt that a scope of

skills that would span grade levels would be the most appropriate concept to employ. This system willaccommodate all basal programs regardless of skills sequence.

Skills that are most appropriate for grades K-3 are organized under'one section, and those that are appro-priate for grades 4-6 are contained in the other section. As long as these skills are included within eachteacher's program, the specific grade level at which these content strands are introduced and expanded is leftto the discretion of the teacher. The guide contains suggested activities designed to assist the teacher inteaching each competency; however, the teacher and the students should not be limited to these activities orobligated to use all of them. There are many., other activities available to the teacher which will helphim/her to present each competency and process skill to the student. It is suggested that additional

textbooks, workbooks, and laboratory manuals be consulted for activities, demonstrations, and experiments tosupplement those described in the curriculum guide.

Graphing and measuring skills are contained in the appendices. Graphing skills are to be incorporated intoeach teacher's program at the appropriate level. Measuring weight, length, and volume are to be introduced atgrade levels which require their mastery; mastering these skills is necessary for students to understand theprocesses of science.

19ix

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GOALS

Achieving scientific literacy involves the development of attitudes, process skills, concepts, and socialaspects of science and technology. Based upon this belief, the following major goals of science are stated:

1. To Foster Positive Attitudes Toward the Scientific Process

Students will develop a deep appreciation of the role .the scientific process plays in theireveryday lives.

2. To Develop Process Skills

Process skills development should be an integral part of science activities for students. Studentsshould be given opportunities to develop those intellectual processes of inquiry and thought by whichscientific phenomena are explained, measured, predicted, organized, and communicated.

Basic Process Skills: Observing, inferring, classifying, using numbers, measuring, using space-timerelationships, commdnicating, predicting.

Integrated Process Skills: Controlling variables, defining operationally, formulating hypotheses,interpreting data, experimenting.

3. To Acquire Knowledge

Included in the basic science curriculum should be those scientific facts, principles, concepts,and terms which will enable the students to understand and interpret natural phenomena.

Areas of Knowledge: Life Science, Physical Science, Earth Science

4. To Recognize Social Aspects of Science and Technology

The students should (a) understand the interrelationships of science, technology, and social andeconomic development; and (b) recognize both the limitations and the usefulness of science andtechnology in advancing human welfare.

21x

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PROCESS SKILLS

Eight basic science process skills are stressed: (1) observing, (2) inferring, (3) classifying, (4) using

numbers, (5) measuring, (6) using space/time relationships, (7) communicating, and (8).predicting. There is a

progressive intellectual development within each process category. A brief description of each basic process

skill follows:

OBSERVING:

INFERRING:

To observe is to use one or more of the five senses to perceive properties of objects or

events as they are. Statements about observations should be (1) quantitative where possible,(2) descriptive regarding change(s) and rates of change(s), and (3) free of interpretatiblis,

assumptions, or inferences.

To infer is to explain or to interpret an observation. Inferences are statements which gobeyond the evidence and attempt to interpret or to explain one or more observations.Inferences are based on (1) observations, (2) reasoning, and (3) past experiences of the

observer. Inferences require evaluations and judgments, and they may or may not be accurate

interpretations or explanations of the observation.

CLASSIFYING: Classifying is the grouping or ordering of phenomena according to an established scheme.Objects and events may be classified on the basis of observations. Classification schemes arebased on observable similarities and differences in arbitrarily selected properties. Classi-fication keys are used to place items within a scheme as well as to retrieve information from

a scheme.

USING NUMBERS: To use numbers is to describe the measurement, properties, and relationships of quantitiesthrough the use of symbels.

MEASURING: To measure is to find out the extent, size, quantity, capacity, and other properties of agiven objet, especially by comparison with a standard. Once the concept of measuring is

introduced and mastered in first grade, the metric and/or SI system should be usedexclusively.

USINGSPACE/TIMERELATIONSHIPS: Space/Time relationships is the process that develops skills in the description of spatial

relationships and how they change with time. This process skill includes the study of shapes,

time, direction, spatial arrangement, symmetry, motion, and rate of change.

COMMUNICATING: To communicate is to pass information along from one person to another. Communications may be

verbal, nonverbal ('.e., gestures), written, or pictorial (pictures, maps, charts, and

graphs). Communications should be concise, accurate, clear, precise descriptions of what is

-OP 23 perceived. xi 24

PREDICTING: Predicting is forecasting what future observations might be; it is closely related toobserving, inferring, and classifying. The reliability of predictions depends upon theaccuracy of past and present observations and upon the nature of the event being predicted.

As basic progressive, intellectual development proceeds in each basic process skill, the interrelated natureof the processes is manifested in the five integrated processes: (1) controlling variables, (2) definingoperationally, (3) formulating hypotheses, (4) interpreting data, and (5) experimenting. A brief descriptionof each integrated process skill follows:

CONTROLLINGVARIABLES: A variable is any factor in a situation that may change or vary. Investigators in science and

other disciplines try to determine what variables influence the behavior of a system bymanipulating one variable, called the manipulated (independent) variable and measuring itseffect on another variable, called the responding (dependent) variable. As this is done,all other variables are held constant. If there is a change in only one variable and aneffect is produced on another variable, then the investigator can conclude that the effect hasbeen brought about by the changes in the manipulated variable. If more than one variablechanges, there can be no certainty at all about which of the changing variables causes theeffect on the responding variable.

DEFININGOPERATIONALLY: To define operationally is to choose a procedure for measuring a variable. In a scientific

investigation, measurements of the variables are made; however, the investigator must decidehow to measure each variable. An operational definition of a variable is a definitiondetermined by the investigator for the purpose of measuring the variable during aninvestigation; thus, different operational definitions of the same variable may be used bydifferent investigators.

FORdULATINGHYPOTHESES:

25

To formulate a hypothesis is to make a guess about the relationships between variables. Ahypothesis is usually stated before any sensible investigation or experiment is performedbecause the hypothesis provides guidance to on investigator about the data to collect. Ahypothesis is an expression _of what the investigator thinks will be the effect of themanipulated variable on the responding variable. A workable hypothesis is stated in such away that, upon testing, its credibility can be established.

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INTERPRETINGDATA: The process of interpreting data may include many behaviors such as (I) recording data in a

. table, (2) constructing bar and line graphs, (3) making and interpreting frequencydistributions, (4) determining the median, mode, mean, and range of a set of data, (5) usingslope or analytical equations to interpret graphs, and (6) constructing number sentencesdescribing relationships between two variables. Interpreting data requires going beyond theuse of skills of tabulating, charting, and graphing to ask questions about the data which leadto the construction of inferences and hypotheses and the collecting of new data to test theseinferences and hypotheses. Interpretations are always subject to revision in the light of new

or more refined data.

EXPERIMENTING: (Using the scientific, method): Experimenting is the process of designing a procedure that

incorporates both the basic and integrated process skills. An experiment may begin as aquestion for the purpose of testing a hypothesis. The basic components of experimenting are

as follOws:

,11. Constructing a hypothesis based on a set of data collected by the person from observationsand/or inferences.

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2. Performing a test of the hypothesis. The variables must be identified and controlled as

mu6h as possible. Data must be collected and recorded.

3. Describing or interpreting how the data support or do not support the hypothesis, i.e.,deciding whether the hypothesis is to be accepted, modified, or rejected.

4. Constructing a revised hypothesiS if the data do not support the original hypothesis.

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'..

SKILLS CHECKLIST

SKILLS CHECKLISTK-3

GUIDEPAGE NO.

BASALPACE NO. K 1 2 3

I. Life Science:

1. identify shapes, sizes, and textures.ot common objects by using the senseof touch.

2. Identify colors, shapes, sizes, tex-tures and locations of common objectsby using the sense of sight.

3. identify some common sweet, sour, andsalty foods by using the sense of taste.

4. Identify some common foods and mater-ials by using the sense of smell.

5. Identity some everyday environmentalsounds.

6. Identity which sense or senses are usedto make an observation.

7. Differentiate between like and unlikefeels, tastes, smells, sounds, andsights.

8. Identify living and nonliving things.

9. State that living things can grow, move,need air, water, and food.

10. Classify things as living or nonlivingon the basis of observable character-istics.

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SKILLS CHECKLISTK-3

GUIDEPAGE NO.

BASALPAGE NO. K 1 2 3

11. Tell that there are many differentkinds of animals including man.

12. Classify animals into three categories --

farm, pet, zoo.

13. Classify land, air, and water animals.

14. Classify animals according to size.

15. Classify animals according to differentbody coverings--fur, feathers, shells,and skin.

16. Identify the many places in whichanimals live--water, ground, nests, etc.

17. Tell the similarities and differencesbetween baby animals and their mothers.

18. State that animals need food, water, (--

and shelter. i

19. Identify and place in the correct orderstages in the life cycle of animals.

i )

20. Classify animals according to verte-brates and invertebrates.

.2

21. Identify water and sunlight as necessaryelements for healthy plants.

22. State that some plants have seeds.

.

32 33

SKILLS CHECKLISTK-3

GUIDE BASALPAGE NO. PAGE NO. K 1 2 3

23. State that a seed is a living thing andcan grow into a_plant.

24. .Identify the different parts ot a seed- -covering, baby plant, and food source.

25. State that seeds need water and warmthto sprout (germinate) but that they donot need light.

26. Identify plant parts inelucqng the leaves,roots, stems, flowers, fruits, and seeds.

27. State' that some plants produce seedsinside of their fruit.

28. State that different parts of a matureplant (roots, stems, leaves) grow intoa new plant.

29. State that the roots of plants grow downwhile the stems and leaves grow up.

30. Identify different kinds ot plants intheir community.

31. Classify common plants according tosimilarities and differences.

32. Explain the Importance of seeds andplants as a source of food.

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35

SKILLS CHECKLISTK-3

GUIDE BASAL

PAGE NO. PAGE NO. K 1 2 3

II. Earth Science:

1. State that soil is made up of different

things.

2. Explain that soil is different in different

places.

3. Define erosion as the blowing or washing awayof soil and describe how it can be .revented.

4. Describe changes in the weather.

5. Identify different kinds of weather.

6. Identify characteristics of each'season.

7. Name and place in order the different

seasons.

8. State that wind is moving air.

9. Identify the sun as the source oflight in the day sky and identify themoon and the stars as sources of light

in the night sky.

10. Identify Earth as the planet on which

they live.

11. Identify the earth, moon, sun, andstars as bodies in space.

SKILLS CHECKLISTK-3

GUIDEPAGE NO.

BASALPAGE NO. K 1 2 3

12. State that Earth and the.moon areshaped like a ball.

13:

.

Define a day in terms of rotation.

14. Explain* why the moon appears largerthan the stars and other 'lanets.

15. Explain why the sun appears largerthan the other stars.

16. Identify the moon as a naturalsatelliterpf Earth.

17. Explain that the moon is visibleonly because it reflects lightfrom the sun.

18. State that the moon goes througha series of phases as it orbitsthe earth.

".

19. Identify in sequence the nineplanets of the solar system.

387

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q

SKILLS CHECKLISTK-3

GUIDEPAGE NO.

BASALPAGE NO. 1 2 3

III. Physical Science:

1.

.

Identify objects as being up-down, far-npar, inside-outside, over-under,between-around, top - bottom, next to-

beside other objects,

2. Explain how sound can be made.

3. Identify loud and soft sounds, high andlow sounds, and long and short sounds. .

4. Identify sounds that have differentmeanings -- telephone, siren, clock,

laughter, etc.

5. Identity sources of light.

6. Explain that light is needed to see.

7. State that shadows are made when lightcannot pass through objects.

B. State that air takes up space.

9. State that air has mass.

10. State tha air exerts iressure.

11. Define atter as occupying space and

havin: wei:ht.

12. State that a solid has a definite

shape.

40 41

SKILLS CHECKLISTK-3

GUIDEPAGE NO.

BASALPAGE NO. K 1 2

13. State that a liquid takes the shape ofits container.

14. State that gas takes the shape of itscontainer.

15. Classify substances as solids, liquids,gases.

16. Identify three sources of heat.

17. Identify ways in which heat helps people.

18. , Define temperature.

19. Identify a thermometer as an instrumentused to measure temperature.

20. Identify changes in temperature byobserving a thermometer.

21. Define a magnet as an object thatattracts materials containing iron.

22. State that magnets can be found inmany sizes and shapes.

429

43

)

."---,

\-, '-------)

CURRICULUM STANDARDS

K-3

44 ,

,

AREA: SENSESGRADE: K-3

COMPETENCY/PERFORMANCE OBJECTIVE

The student will be able to:

CONCEPT PROCESS SKILLS SUGGESTED ACTIVITY

1. Identify shapes, sizes, andtextures of common objects byusing the sense of touch.

2. Identify colors, shapes, sizes,textures and locations of commonobjects by using the sense ofsight.

3. Identify some common sweet,sour, and salty foods by usingthe sense of taste.

45

Sense oftouch

Sense ofsight

ense of

aste

Observing, infer-ring, communicat-ing

Observing, clas-sifying, communi-cating

Observing, clas-sifying, communi-cating

13

A. Place objects of various sizesand shapes in a "feel." bag or

box. Have a child select an ob-ject and describe and identifyit.

B. Place objects of various sizesand shapes in a "feel" bag orbox. Have one child select anobject and have other childrentry to identify object by'askingquestions.

C. Blindfold children and let themfeel and identify common objects(or classmates).

A. Play "I Spy" with children. "I

see something you don't see."(Child describes object toclass.)

B. Classify various materials asto texture, color, size, shape,etc.

A. Write "sweet," "sour," and"salty" on blackboard. Put apicture representative of eachnext to the word. Give childrensamples of food to taste. Havethem classify foods according totaste.

46


COMPETENCY/PERFORMANCE OBJECTIVE CONCEPT PROCESS SKILLS SUGGESTED ACTIVITY

4. Identify some ccmmon foods andmaterials by using the sense ofsmell.

5. Identify some everyday environ-mental sounds.

4'7

Sense ofsmell

Sense ofhearing

Observing, communi-cating, inferring

Observing, communi-cating, inferring

B. Have children close eyes andhold nose. Taste differentfoods and try to identify.

Place food in closed boses.Punch a hole in each bos.Have children identify foodsusing sense of.smell. (Some

foods must be broken up.)

B. Have children close theireyes and take an imaginarywalk. Let their faces ex-press what they feel aboutsome smells. (Skunk, burn-ing leaves, flower garden,popcorn in a theater, foodburning in the oven)

C. Dip cotton swabs into clearliquids (bleach, orange juice,apple juice, perfume). Placecotton into jars or vials.Have children open jars, oneat a time, and identify smells.Note: Some children may be"smell-blind."

A. Have children stand in the backof the room with their eyesclosed. Make various sounds(sharpening pencil, crumplingpaper, opening window, pouringwater, etc.). Have childrenidentity sounds.

B. Tape record different soundsaround the community, class-room, house, etc. Have child-ren identify

. 4 8


COMPETENCY /PERFORMANCE OBJECTIVE CONCEPT PROCESS SKILLS SUGGESTED ACTIVITY

6. Identify which sense or senses Sense ofare used to make an observe- hearingtion.

4:4

Observing, communi- A. Allow one child to choose .

cating, inferring, an object in the classroomclassifying and describe it to the

other 'children. Discussthe senaps used to describethe object.

15

B. Make a "sense" box using aballoon partially filled withwater and tied shut, a peanutor small rock, and a piece ofonion. Place all three objectsin a box and tape Shut. Havechildren use all their sensesto find what is in the box.(Students may "feel" inside ofboxl) Have children explainhow they arrived at theiranswers.

C. Have children watch corn pop=.ping. Discuss observations interms of what was seen, heard,and smelled. Have them touch,taste (and eat) popcorn. Dis-cuqs how the popcorn felt andtasted.

D. Make a cut-and-paste chart ofpictures for each sense, forexample, pictures of objectsthat can be tasted, smelled,seen, touched, and heard.

50



7. Differentiate between like andunlike feels, tastes, smells,sounds, and sights.

51

Senses Observing, communi-cating

A. Touch--using a tactile board,children will match such tex-tures as sandpaper of varyingfineness, burlap, velvet, wood,vinyl, formica, etc.

B. Taste--With eyes closed, child-ren will taste different foodsand identify like and, unlikeflavors. With eyes open, child-ren will taste similar lookingtoods, such as sugar and salt,peeled potatoes and apples, etc.,and identify like and unlikeflavors.

C. Smell--Children will matchsmells in boxes with pinholesin the top.

D. Sound--Children will match likesounds after shaking opaque vialswith varying ingredients.

E. Sight--Children will visuallydiscriminate between like andunlike textures, designs, pat-terns, pictures, etc., usingconcrete materials and dittomaterials.

AREA: LIVING-NONLIVINGGRADE: K-3



I. Identify living and nonliving Some things Observing, clas-things. are capable sifying, communi-

of life and catingothers areot.

2. State that living things cangrow, move, need air, water,and food.

53

haracteris- Classifying,ics of liv- measuring,ng things observing,

inferring,communicating

17

A. While taking a walk outside, thechildren will identify living andnonliving things. Be careful todifferentiate the nonliving cementas opposed to a dead bug.

B. Using a magazine, chart paper,scissors, and paste, the childrenwill make a living chart and anonliving chart.

C. Mount pictures of living and non-living things on cards. Let eachstudent draw a card and tellwIlether the selected card is of aliving or nonliving thing andexplain why. Explanations shouldgive characteristics of living ornonliving things.

D. Feature a "Pet Rock" which mightlead to a discussion of living andnonliving things.

A. Discuss with students that theyare living things because theygrow. Have the children comparetheir younger friends to them-selves in terms of size and abili-ties. Have the children comparethemselves to adults, particularlytheir patents.

54

AREA: LIVING-NONLIVINGGRADE: K-3


55


18

B. Discuss that pets are livingthings and let the childrenrelate stories about their petsthat prove they are alive.Example: Pets move, eat, sleep,bark, etc.

C. The children will compare younganimals with full-grown animalsand compare young animals to babiesand young children.

Note: Comparison may be easierfor the children if done as list-ings and titled "How They AreAlike" and "How They Are Differ-ent."

D. Cut the top off of a potato, drawa face on the potato and sprinklethe top of the potato (on the cutpart) with birdseeds. Sprinklewith water and watch it grow ashair on a head. Compare to child-ren's hair. For an individualactivity each child may bring hisor her own potato and make a faceon it.

E. Have children compare a baby plantwith its mother.

F. Have children plant seeds and mea7sure and record the growth. (See

appendix on measuring length.)

56

AREA. LIVING-NONLIVINGGRADE: K-3


3. Classify things as livingor nonliving on the basisof observable characteris-tics.

51

Classificationof things asJiving andnonliving

Observing,classifying

19

A. Stack cards into stacks of"living" and "nonliving" things.(Use cards IC.)

56

AREA: ANIMALSGRADE: K-3


The student will be able to

1. Tell that there are manydifferent kinds of animals,including man.

2. Classify animals into threecategories--farm, pets, zoo.

3. Classify land, air, and wateranimals.

4. Classify animals according tosize.

Variety ofanimals

Variety ofanimals

Variety ofanimals

Variety ofanimals

Observing, communi-cating

Observing, classify-ing, communicating

Observing, classify-ing

Observing, classify-ing, communicating

A. Have cllildren bring picturesof anillials, including man, andmake a display.

B. Using playdough or modelingclay, children will makegiven animals. Use models tomake animals.

A. Let students name some farmanimals, pets, and zoo animals,and classify them.

B. Let pupils tell what kind ofpet they have and list thedifferent kinds shown on theboard.

C. Sing songs about animals suchas "Old McDonald Had a Farm," etc.

A. Have children cut out magazinepictures of land, air, and wateranimals and paste the pictures onchart paper, thus making classifi-,.

cation charts for each category.

A. Let a student describe animalsby size and let classmates guesswhat animals he is describing.Act out animals and let childrenguess. Example: Stretch on toesfor tall animals, crouch for smallanimals, etc.

AREAANIMALSGRADE: K-3


I

I, CONCEPT PROCESS SKILLS SUGGESTED ACTIVITY

r4

5. Classify animals accordingto the different body cover-ings--fur, feathers2 shells,and skin.

6. Identify the many placesin which animals live- -water, ground, nests, etc.

13.

61

Variety ofanimals

Variety ofanivals'

habltats

Observing,

classifying,communicating

Observing,

communicating,inferring

21

B. Place pictures of different ani-mals on cards. Let studentsdiscuss/as a.class which animalsare larger than the students,which animals are smaller thanthe students, and which animalsare about the same size as thestudents.

4

A. Set up a picture display of avariety of animals and let thechildren tell how their bodycoverings differ. f

B. Using pictures or real piecesof body coverings, if possible,let children classify animaI,)picture 'cards under the correctcovering.

A. Make two-piece puzzles wherestudents match the animal withits home. (Example: bird andnest, dog and dog house, catand basket, fish and water, batand cave, etc.)

B. Describe an animal's home andlet the students guess whatanimal lives there.

62

AREA: ANIMALSGRADE: K-3


7. Tell the similarities anddifferences between babyanimals and their mothers.

63

Variability

C. Let children tie the two stringstogether that match animals withtheir homes.

Note: If the knotted shoe stringson the backside of the board arecolor coded, the activity can be-come self-correcting.

Observing, A. Display pictures of mother ani-

classifying mals and their babies. Lead

students to determine whichpair is being discussed byasking the following questions:

1. Which mother and baby aredifferent because one hasspots and the other doesnot? (deer)

2. Which are different becauseone has down'and the otherhas fpathers? (ducks,chickens, etc.)

3. Which are different becauseone has hair and the otherdoes not? (mice)

B. Match adult animals to babyanimals, using picture puzzles.

'64

AREAIDANIMALS e

GRADE: K-3

COMPETENCY/PERFORMANCE OBJECTIVE CONCEPT

8. State that animals need food,water, and shelter.

9. Identify and place in thecorrect order stages inthe life cycle of animals.

10. Classify animals according tovertebrates and inverte-brates.

65

Needs ofanimals

PROCESS SKILLS SUGGESTED ACTIVITY

C. Develop riddles that will aidin correctly naming baby ani- .

mals. Example: I have fourlegs ant a tail; my body isfurry; my mother is a cat.What am I? (kitten)

Communicating,inferring,observing

Life cycle Experimenting,

observing

Some animals Classifying,have backbones. observingSome do not.

23

A. Have children i entify theirown basic needs (food, water,shelter). Ask them to .identifysome animals and their needs.

B. Keep a classroom pet. Afterseveral days, make a chart list-ing the things and care neededby the gnimal to live. (Refer toparish policy concerning classroompets.)

A. Make chart with pictures showingstages in life cycles of thebutterfly, frog, and youth toadult changes in other animals.

B. Culture and maintain tadpoles.Observe changes in appearanceas they mature.

A. Place pictures of animals oncards. Sort according to verte-brates and invertebrates.

66

AREA: PLANTSGRADE: K-3



1. Identify water and sunlightas necessary elements forhealth plants.

67

CONCEPT

Plants needwater andsunlight.

PROCESS SKILLS

Observing, inferring, communicating, controllingvariables, experimenting

41124

SUGGESTED ACTIVITY

A. Plant a seed in several clearplastic cups. Place oneplanted seed outside and gibeit proper care. Place thesecond planted seed outside butdo not water it. Place thethird planted seed in a sunnyspot in the classroom andwater. Place a fourth plantedseed next to the third but donot water. Place a fifth planted seed in a dark spot in theclassroom and water. Finally,

place a sixth planted seed nextto the fifth and do not water.Observe the growth of theseplants and compare by answeringthe following questions:

1. Which plant died first?2. Which plant needed the

most water?3. Which plant has the

greenest, healthiestlooking leaves?

4. What caused the dead plantsto die?

B. Set up an investigation whereyou have two baby plants. Waterone daily. Make observationsthat without water a plant willdie.

68 0

\41110AREA PLANTSGRADE K-3


2. State that some plants haveseeds.

69


Some plantshave seeds.

Observing, clas-sifying, infer-ring

25

C. Some plants require less waterthan others. Some do well inthe shade, but most plantsrequire water and light tosurvive. Place a potted plantin a dark closet and a similarone in a sunny spot (preferablya lima bean plant). Examinethe plants each day. The plantin the dark will not live long.It will grow too fast and loseits color. Plants cannot pro-'duce food without sunlight. Ona bright day plants often makemore food than they need. Thissurplus food is stored in theroots or other parts of theplant until needed.

D. Using the dead plants fromActivity A, dump them on theground and observe how theyreturn to the soil. Explainthe life cycle.

Note: This could be a goodintroduction to death educa-tion.

A. Have students tear apart aflower and observe the seeds.

B. Have two groups of plants- -those with seeds and thosewithout seeds. Open up theplants and find seeds.

70



3. State that a seed is a livingthing and can grow into a plant.

Seeds areliving thingsand can grow

Observing, measur-ing, inferring, com-municating

C. Have children make charts ofdifferent kinds of seeds accord-ing to size, shape, color, tex-ture, or covering.

A. Sprout bean seeds by keepingthem wrapped in a damp paper

towel. Use enough seeds sothat children can observe eachday and cut one geed in half.Discuss inward and outwardsigns of growth.

B. Plant a bean seed, a corn seed,a marble, a rock. Which of

these will grow? 4*

C. Provide a rapidlyrowing seed-ling, such as a bean, pumpkin,or tomato. Ask the followingquestions:

1. Is it alive?2. How do we know it grows?

3. How do we know it is growing?

Children may suggest measuringthe seedlings. Insert a dowelpir or other stick beside theplant. Hark the stick everyfew days to record growth. See

appendix on measuring length.

toAREA: PLANTS

GRADE: K-3


.7

4. Identity the different partsof a seed -- covering, baby

plant, and food source.

5. State that seeds need waterand warmth to sprout (germi-nate) but that they do notneed light.

'13

A seed hasmany parts.

Certain con-ditions areneeded forplant growth.

Observing, com-municating

,...

Inferring, observ-ing, communicating,experimenting, mea-suring, predicting,interpreting data

27

D. Cut open different fruits andeli.look at their seeds.

E. The children will draw picturesof growing seeds in sequence.

F. Using a ditto of sequentialseed growth pictures in ascrambled order, the childrenwill cut out and place insequential order' on a piece ofpaper.

(

A'. Materials: Glass of waterLima beans

Soak lima beans in the glassof water overnight. Peel offthe outer covering. Open thesoaked bean. Identify the newplant and the food for the newplant.

Pupils draw a diagram of whatthey have seen.

pn6_AA/la r4-

A. Materials: Soaked limabeans, clear jarsor cups, wetblotting paperor paper towels,water

g4

AREA: PLANTS .

GRADE: K-3

.

COMPETENCY /PERFORMANCE OBJECTIVE CONCEPT

r


e

75

c

4k

1 Place seeds in each jar that'islined with the blotting paper orpaper towel. Put one jar in awarm, dark placf and the otherin a cold, darkNplace (refrige-rator). Observe what happens.

Have children compare wet and dryconditions.

1. Which seeds sOr uted?2. Which conditions were optimal

for seed germination?

B. Record and graph, over a periodof several days, growth changesthat take place in a seed as itsprouts. *See appendix ongraphing.

C. Ask the children to make a classchart (or individual charts) re-cording the following inform-tion:

1. Number of days it tookthe seed to germinate. (If

1. a child wishes to dig uphis seed to investigate thegermination, let him.)

2. Number of days it took thegerminating seed to emergeabove the soil level.

3. Number of days the plantgrew before it developedits first leaves.

76 go

AREA: PLANTS,

GRADE: K-3


6. Identify plant parts includingthe leaves, roots, stems,flowers, fruits, and seeds

7. State that some plants produceseeds inside of their fruit,

8. State that different parts ofa mature plant (roots, stems,leaves) grow into a new plant.

71

CONCEPT PROCESS SKILLS

Plants havemany parts.

Some plantsproduceseeds.

Some parts ofplants makenew plants.

Za



Observing, hypo-thesizing, con-trolling variables,experimenting

29

4,

SUGGESTED ACTIVITY

As the seeds develop into pewplants and begin to grow ibovethe soil level, depict the rate

, of growth (' the pants, -on indi-vidual bar graphs. Students mightuse crayons, or cut strips ofcolored paper to be pasted on thegraph showin the height each day.These can be called "growth strips."After they have observed and record-ed the growth of a plant fOr a fewdays, they can begin to make predic-tions as to how much the plant mightbe expected to grow in a certainlength of time--one day or more.Use metric units. *See Appendix ongraphing and on measuring length.

A. Prepare cutouts of roots, stems,leaves, flowers, fruits, andseeds which can be mounted oncards and labeled with the nameof the part.

B. Using a drawing, have childr'enidentify the parts of a plant.

A. Encourage children to bringfruits to class. Observe theseeds from each fruit.

A. Bring parts of different plantsto class. Experiment to seewhich will grow. (Include some

such as cuttings that will grow.)

78



9. State that the roots of plantsgrow down while the stems andleaves grow up.

10. Identify different kinds ofplants in their community.

II. Classify common plants accord-ing to similarities anddifferences.

12. Explain the importance ofseeds and plants as a sourceof food.

7941

Roots of Observing, canmuni-plants grow r\ eating, inferringdown, sterns

up.

Variety ofplants

Variety ofplants

Plants andseeds areimportantfood sources

Observing

Observiclassifying

Observing,

communicating

30

A. Have children place bean andcorn seeds between a rolled ,'

up blotter and a glass. Keepmoist. Conclude that roots growdownward and stems grow upwardregardless of how seed isplaced.

A. Go on a nature walk and identifycommon plants.

B. Have each child bring a plantfrom home (labeled). Observe.

A. Bring in a variety of plants.Have the children classify theplants according to variouscharacteristics.

A. Ask children to recall whatthey ate for a previous meal.Which of these foods came fromplants and seeds?

80

0AREA: SOILGRADE: K-3



1. State that soil is made upof different things.

81


Soil is com-posed of dif-ferent things

Observing,inferring,communicating

31

A. Have children bring in soilsamples. .

Keep a record of their soilsamples.

1. Where did you find it?2. What was the weather

like?

3. What color is your soil?4. How does it feel?

Spread the soil out on paper.Look at it with a hand lens.Put the animals you find in asmall jar. Make piles of thedifferent things you find insoil.

Make a chart to use in compar-ing soil samples.

Child's NamePlace FoundWeatherColorreel

Jnings inSoil (Tape

thesehereon the

chart.)

82

AREA: SOILGRADE: K-3


2. Explain that soil is dif-ferent in differentplaces.

3. Define erosion as the blow-ing or washing away of soiland describe how it can beprevented.

IUD

83

Soil variesfrom onelocation toanother.

Erosion


Observing,inferring

Observing,inferring,

definingoperationally

32

9

Ask: What is soil made of?(Answers will varydepending onsamples.)

A. Use chart to compare thesoil samples.

Ask: How are the soilsamples alike? Howare they different?

A. Have children fill two panswith soil. Make rows upand down in one pah. Makerows across in the otherpan. Tilt the pans. Putthe bottom of each.pan inanother pan. Now pourequal amounts of water oneach pan. Which pan losesthe most soil? Why?

What can farmers learn from4 this?

How should farmers planttheir crops on a hill?

B. Get two pans the same size.Put some dry soil in onepan. Put some soil withgrass growing in it in theother pan. Put, the pans in

84

111AREA: SOILGRADE: K-3


85

J

33

front of an electric fan.Turn on the fan. Whathappens? Why?

C. Put dry soil and grassysoil in the pans again.Tilt the pans so one end is

! higher. Spray equal amounts::of water on the high end ofeach pan. ,What happens tothe dry soil? What happensto the soil with the grassgrowing in it? How car youexplain your observations?

86

AREA: WEATHERGRADE: K-3

COMPETENCY/PERFORMANCE OBJECTIVEo

The studentstudent will be able to:

-

1. Describe changes in the Weather

weather. changes


i

2. Identify different kindsof weather.

87

There aredifferentkinds ofweather.

ow"

34

110

Observing, clas-sifying

Observing,

classifying.communicating,predicting

SUGGESTED ACTIVITY

A. To make a weather calen -'

dar, place a calendar on thebulletin board and havestudents paste pictures onthe calendar that orrespondto each day's weather(cloudy, sunny, rainy, hot,cold, etc.).

A. To make a weather clock, cuta laxge circle of cardboardand place on the bulletinboard. Attach two largeblack hands of the samelength in the center of thecircle. Separate the circleinto eight wedges by drawinglines from the center of thecircle. Put the words cold,rain, clouds, wind, snow,warm, dry, and sun on thewedges and find appropriatepictures to paste in eachsection. The children can

.%adjust the hands to

irindicate .

the condition of the mois-ture and the temperature ona particular day.

B. A temperature graph can bemade for the bulletin board.The temperature can be

88

Ilk: WEATHERGRADE: K-3


3. Identify characteristics ofeach season.


Character-istics ofseasons

Observing,inferring,classifying

35

placed on the vertical scalein 5/degree intervals.Strips of construction papercan be used for the bars onthe graph. The day of themonth can be written on eachstrip of paper. After thechildren have kept recordsfor several days, ask themto predict what they thinkwill be the next day's temp-erature. *See appendix ongraphing.

A. Using seasonal pictures,have students:

1. Pick the warmer seasons.2. Pick the cooler seasons.3. Pick the season with

snow.

4. Pick the season whenleaves change, etc.

B. Given paper dolls, have thestudents dress them in theappropriate clothing foreach season.

C. Using pictures from maga-zines, students can makeseparate charts for eachseason to he represented.

90

AREA: WEATHERGRADE: K-3


4. Name and place in orderthe different seasons.

91

Seasons

D. As weather changes, discusshow clothing and activitiesalso change. Ask the fol-lowing questions:

1. What do you wear inrainy weather?

2. When do you swim?

Note: It would probably beeasier for Cildrento understand weatherchanges and differentkinds of weather ifrelated to personaland familiar exper-iences. A

Observing, , A. Using seasonal pictures} from

classifying, 3A, place the pictures in

space/time sequential order.

relationships,communicating

41)36

B. Have the children discusstheir favorite time of theyear. Group the childrenaccording to their favoriteseason and have them make awall mural of seasons insequence. Their muralsmight include plants,seasons, animals, and them-selves doing their faVoriteseasonal activity.

(92

AtWEATHER

GRADE: K-3


5. State that wind is movingair.

3

Wind is Observing,moving communicating,air. inferring,

classifying

37

x

A. Make soap/ bubbles and blowoutside./ Watch moving airblow them.

B. Put a/letter inside a bal-loon,/instructing the finderto mail it back to schooland note the location atwhich it was found. HavetOe children watch the bal-loon fly away. When theletter is returned, discusshow the letter got where itwas found in terms of thewind helping to move theballoon. Also discuss thelocation at which it wasfound in terms of the child-ren's homes or other famil-iar lafylmarks.

C. Give children a crepe papery"streamer and have them walkoutside on a windy day.Suggest that they hold thestreamers by one end andobserve how they wind movesthem. Encourage the child-'ren to t"Iv1nk of other ways

to hold the stieamers--itr

the center, high in the air,near the ground, etc.

94

AEA: WEATHERGRADE: K-3

COMPETENCY/PERFORMANCE OBJECTIVE CONCEPT PROCESS SKILLS SUGGESTED ACTIVITY'

SJ

D. Take a walk outdoors andask the children to listthings moved by the wind(dust, flag, paper, leaves,etc.) and things that moveby their own power (birds,planes, helicopters, etc.).

E. Wind Vane

Materials: Drinking straws,pins, paper clips, pencils,rubber bands, constructionpaper, and paste

On a day with a steady breeze,take the wind vines out-doors away from thebuilding and hold the windvanes high. Remind thechildren that a good windvane turns easily, readilyshowing changes in winddirections.

96

41,

A: WEATHERGRADE: K-3


9139

The area of the tail islarger than that of the headso that the wind exerts moretorce on it than on the head.The tail extends fartherfrom the pivot than the head.Even if the force on it werethe same as on the head, theturning eftect would begreater.

Use weight in the head inorder to balance the largertail. The tail may be doubleand spread apart slightly tomake the vane steadier.

1. Why do some turn morefreely than others?

2. What makes some staylevel and others keepone end low?

3. Why do some point withthe wind instead ofinto it?

4. Why do some turn sideways to the wind?

98

AREA: SOLAR.SYSTEMGRADE: K-3



1. Identify the sun as thesource of light in the daysky and identify the moonand the stars as sourcesof light in the night sky.

Sources oflight forday andnight

Observing,communicating,

inferring

40

A. Have children draw a pictureof day and one of night.Compare them and discussthat to have light they haveto draw a sun in the day skyand a moon and stars in thenight sky.

B. Turn lights off in classroomon a sunny day. Turn lightsof in classroom on a cloudyday. Discuss the differenceand ask the question:

Why is it darker on a cloudy.day?

C. Using a globe and unshieldedlight bulb to represent thesun, turn globe to demon-strate how the sun lightsthe earth.

D. Have children draw a pictureof night using black con-struction paper to representnight and white chalk forthe drawing of the moon andstars.

E. Put light bulb in box withone side covered with black

1 0

OA: SOLAR SYSTEMGRADE: K-3

....

p


2. Identify earth as the planeton which they live.

r

3, Identify the earth, moon,sun, and stars as bodies inspace.

4. State that earth and themoon are.shaped like aball.

101

We live onplanet earth.

The sun, moon,and stars arebodies inspace.

The earth andmoon are round.

Observing,

communicating

Observing,inferring

Observing,inferring

41

construction paper with starcutouts and circle cut forthe moon. Turn light bulbon and point out the lightcoming through the cut-outstars and moon.

A. Children may make a model ormural of the solar system.Have them label only theplanet earth. (At thisstage, names, relativesizes, and distances bet-ween p-anets need not beemphasized.)

A. Have students take animaginary trip in space,leaving earth and encounter-ing mne moon, sun, and stars.

A. The teacher should providethe fdllowing materials:

1. Some of the picturesavailable from thespace program showingearth and the moon

e from different anglesand distances as viewedby astronauts in spaceor astronomers on earth.

2. Globe situated someplacein the classroom.

2

AREA: SOLAR SYSTEMGRADE: K-3


5. Define a day in terms ofrotation.

6. Explain why the moon appearslarger thalythe stars andother planets.

4.

Earth's rota-tion causesday and night.

The moon iscloser thanthe sun andstars.

402

Observing,inferring

Observing,

hypOthesizing,inferring

Using the above materials,discuss the pictures. Sug-

gested questions:

1. What are these objects?2, Do we have anything here

in the classroom thatlooks like these objectsin space (globe, ball,atc.)?

A. Use a flashlight and a globeto demonstrate day and night.

A. Have the child hold a pennyonly one inch from his eye.At the same time have a boyor girl hold a ball at adistance of 6 feet from thepenny. Then instruct theviewer to move the pennyaway trom his eye. Tell himto stop moving the penny atthe time the ball comes intoview. Then ask which lookslarger, the penny or theball. Guide the children toconclude that things closelook big. The penny looksbigger than the ball :'den itis close to the eye.

104

AREA: SOLAR SYSTEMGRADE: K-3

COMPETENCY/PERFORMANCE OBJECTIVE CONCEPT PROCESS SKILLS SUCGESTED ACTIVITY

7. Explain why the sun appearslarger than the other stars.

8. Identify the moon as anatural satellite of earth.

9. Explain that the moon isvisible only because itreflects light from thesun.

10. State that the moongoes through a series of

105

The sunappears largerbecause it iscloser thanotheftars tothe earth.

The moon is asatellite ofthe earth.

The moon shinesbecause ofreflected lightfrom the sun.

Phases ofthe moon

43

Observing,inferring,hypothesizing

Observing,inferring,predicting

Observing,inferring

Observing,communicating

A. Refer to 6A.

A. Have children observe themoon for 28 days. Have themrecord its shape and loca-tion in the sky at the sametime each evening.

B. The moon is a satellite ofearth because it travelsaround earth. Put a globeon a chair. Have a volun-teer walk around the "earth"as if he were the moon inorbit.

A. To help the children under-stand how sunlight isreflected to earth by thesurface of 6he moon, use amirror to reflect sunlightcoming in through a window.Reflect the light onto var-ious parts of the walls,andthe ceiling of the class-room.

A. Refer to 8A.

106

AREA: SOLAR SYSTEM

GRADE: K-3


phases as it orbits theearth.

11. Identify in sequencethe nine planets of thesolar system.

107

Sequence ofplanets

44

S

Observing,

communizatingA. Using styrofoam balls of

various sizes, have child-ren construct a solar system.

B Have children listen to andlearn the following poem:

Here we go round the sun.In space our work's neverdone, Mercury, Venus, Earth,Mars, who else goes roundthe sun? Jupiter, Saturndo Uranus, Neptune, Pluto,too. As neighbors in spacewe number nine. Here we go'round the sun.

C. Mnemonic device to learnthe planets in sequence.My Very Educated Mother JustServed Us Nine Pizzas.

Note: Pluto is presentlyinside Neptune'sorbital path.

108 e

d

iHINIMUM STANDARDS

PHYSICAL SCIENCE

K-3

/0

AREA: CHANGE-SPACE RELATIONSGRADE: K-3


The Studert will be able to:

1. Identify objects as beingup-down, far-near, inside-outside, over-under, bet-ween-around, top-bottom,next to-beside otherobjects.

11 0

Time/Space Observing, classi-fying, using space/time relationships

47

UP-DOWN

A. Use pictures to demon-strate up-down movements(elevators, escalators,stairways, ladders, slides,balloons, etc.). Have thechildren decide which pic-ture shows downward move-ment and which pictureshows upward movement.

B. Bouncing balls move up-down.The children can show thismovement with their handswhile saying "up-down."

C. Play see saw.

D. Have children hold up oneleg and put it down; liftone hand and put it down;bend their body and thenstraighten up.

E. Give each of the childrenan object and ask them tohold

,the object up, down,

up a little, down a little,up as high as possible,down as far as possiblewithout touching the floor.

111

,--



yO.

112


48

FAR-NEAR t)

A. Play a game of instruc-tions-- "move near thewindow, "move away fromthe window," etc.

B. Have the children thinkof places near and farfrom their homes.

C. Ask the children to chooseobjects in the roomand tell whether they arenear or far from them.

D. Give each child an object.Ask the child to move theobject near and far inrelation to himself/her-self. Move object nearand far in relation toother objects.

INSIDE-OUTSIDE

Using a hoop, the childrenwill step inside of it andthen outside of it, asdirected. Place an objectinside of the hoop and out-side of the hoop.

113



*

11449

OVER-UNDER

Two children will hold ajump rope in the air whilethe other children jump overand run under the rope.

BETWEEN

A. Children will move bet-ween other objects andother children.

B. Children will moveobjects between otherobjects.

AROUND

A. Children will move aroundobjects and other children.

B. Children will walk theirfingers around otherobjects.

C. Children will draw circlesaround pictures, numerals,etc., on paper or on chalk-board.

115


COMPETENCY/PERFORMANCE OBJECTIVE COICEPT PROCESS SKILLS SUGGESTED ACTIVITY

116

TOP-BOTTOM

A. Children will point to thetops and bottoms of objectsand place objects on top ofother objects (book on book,hat on head, etc.).

B. Children will move from topof stairs, monkey bars, etc.,to bottom as directed.

NEXT TO-BESIDE

A. Children will move next toother children or objects.

B. Children will-move objectsnext to other objects.

C. Children will lay objectsbeside other objects.

50 117

AREA: SOUND

GRADE: R-3



1. Explain how sound can bemade.

2. Identify loud and softsounds, high and lowsounds, and long andshort sounds.

118

Sound isproduced andtransmittedby vibratingmatter.

Differencesin sound

51


Observing, infer-ring

Observing, infer-ring

A. Have available differentmusical instruments andresource persons such asband directo-rs.

A. Draw the edge of En indexcard over a comb at dif-ferent speeds. The fas-ter the index card movesagainst the teeth, thefaster it vibrates andthe higher th soundbecomes.

B. Obtain a cigar box, removethe cover, and cut threegrooves on each edge ofthe box. Stretch threerubber bands of equallength but different thick-nesses lengthtwise arounuthe box; placing them inthe grooves to keep themin place. Pluck eacif'band,

and note that the thinner.the band, the higher thesound will be.

119

AREA: SOUNDGRADE: K-3

.4.4

COMPETENCY/PERFORMANCE 01132.CTIVE CONCEPT PROCESS SKILLS

3.

...4"---

Identify sounds that have,different meanings--tele-phone, siren, clock,laughter, etc.

Sounds havedifferentmeanings

Observing, com-municating,interring

C.

D.

'

E.

F.

A.

120 52

0

SUGGESTED ACTIVITY

Using various levels ofwater in glasses, produceseveral sets of soundsvarying in pitch. In

each set the children willidentify the higher orlower sound as instructed(rubber bands, ruler).

Produce several sets ofsounds varying in lengthusing a whistle or bell.In each set, the childrenwill identify the longeror shorter sound asinstructed.

Following directions givenby the teacher, the child-ren will respond by makingeither loud or soft, highor low, long or shortsounds.

Have students close theireyes and play Simon Saysreproducing the clapping pat-terns made by teacher.

Listen to recorded soundsor have children makesounds that have differentmeanings (baby's cry,siren, clock, laughter,

etc.).

121

AREA: SOUNDGRADE:, K-3

COMPETENCY/PERFORMANCE OBJECTIVE....-


,3

122

p

53

B. Have students identifysounds:

1. Pleasant--noisy2. Warning sounds3. Happy sounds- -

sad sounds

C. Have pictures of thingsthat produce sounds thathave meanings (telephone,door bell, alarm clock),and ask children to tellwhy that sound is important.

123

AREA: LIGHT

GRADE: K-3


4'


1. Identify sources of light.

?. Explain that light isneeded to see.

Sources oflight

Importanceof light

Observing, clas-sifying, communi-cating, inferring

Hypothesizing,communicating,inferring

A. Bring sources of light toschool (flashlight, lamp,candles, etc.) for studentsto observe. Have studentsname other sources oflight or bring picturescut from magazines thatshow sources of light.

B. Identify the sun as asource of light. Turn off

classroom lights. Observe.

Cover windows. Observedifference. Did the sungive light to the roombefore the windows werecovered? Try this againon a very cloudy day.Note differences.

A. Discuss what life wouldbe like without light.Have students tell howthey use light.

B. To emphasize light,blindfold children andencourage them to try tomove around the class-room.- Take blindfoldsoff and discuss:(1) without light there

,

AREA: LIGHTGRADE: K-3,


3. State that shadows aremade when light cannot pass through objects.

126

Light causesshadows

55

Observing, com-municating, infer-ring, space/timerelationships,defining opera-tionally

...

would be darkness,(2) darkness as ifblind, (3) how we uselight, and (4) how wouldlife be without light.

A. Have children observewhich how they castshadows. Have one childstand in a sunny placewhere he can cast a shadow.Ask the children to try toexplain how the shadowis made. Does the sun-light pass through thechild's body? How canyou tell?

B. Set up a filmstrip pro-jector and let studentsmake some shadows byhclding their hands infront of the light. Let

them try making animalshapes.

C. Have children stand in ashady area. Ask them tolook for their shadows.What happened to them?Why did they have ashadow in the sunbutnot in the shade?

12i

AREA: LIGHT

GRADE: K-3


128

D. Play "Step On My Shadow."Play this outside on asunny day. Have thechildren pair up. Tel]

,,_ them that the object of

this game is to keep* their partner from step-ping on their shadow.When the partner stepson his partner's shadow,it is his/her turn to dothe same.

E. Set up overhead projectorto shine on blackboard(or on any smooth surface).Tape a piece of construc-tion paper on the board.Sit child on chair highenough to block light andcause a shadow on thepaper. Trace the child'sshadow outline and make asilhouette. The child cancut out the outline, pasteit on contrasting coloredconstruction paper, andtake it home as holidaygift.

o 129

AREA: AIR

GRADE: K-3



1. State that air takes upspace.

130

CONCEPT

Air occupiesspace

PROCESS SKILLS


communicating,experimenting,predicting

57

SUGGESTED ACTIVITY

A. Give each child a plasticdrinking straw. Direct thechildren to blow through thestraw and discuss by askingthe following questions:

1. What are you doing withyour straw?

2. Can anything be seencoming out of the straw?

Lead the children to theidea that air is invisible.

B. Use a milk carton. Hold theopen end near your facesqueeze it. What happens?Now try bits of paper on atable. Squeeze the cartonand see what happens.Explain the results.

C. Place a book on top of asealed ziplock plastic bagfilled with air. Discusswhat happens by asking thefollowing questions:

1. Did the book fall off?2. Does the bag act like a

pillow?3. What is inside the bag?

131

AREA: AIRGRADE: K-3


1,

I

132 a

A

4. What will happen if youopen the bag and then putthe book on .it?

D.' Give each child'a water andi liquid detergent mixture in

a cup, and a straw which hasfour 1/2-inch slits in one

end. Instruct the childrento dip the cut end of thestraw into the liquid,remove the'straw, and blowgently into the uncut end...Discuss by asking the fol-lowing questions:

1. What makes the bubblegrow larger?

2. What makes the bubbleburst?

3. What happens when youblow hard?

4. What happens when youblow softly?

5. Is the bubble large orsmall when you blowsoftly?

6. What is inside thebubble?

E. Give children a paper bagand ask them to make thebag larger. Find those,whohave blown the bag up and

. 133t.,

AREA: AIRGRADE: K-3


ask the following questions:

13459

I. How did you make thebag larger?"

2. What pushO out thesides of the bag?

Invite the children to poptheir bags and explain thatthe popping sound is parti-ally caused by the air rush-ing out of the bag.

F. For this experiment you willneed a shoe box, tissuepaper, tape, and scissors.Cut a hole in the middle ofone of the small ends of thebox. Cut a strip of paper1 inch longer than the boxis high and a little widerthan. the hole. Place thestrip of paper over the holewith one end folded over thetop edge of the uncoveredbox. Tape the tissue to thebox on the inside. Fringe

the free end of the tissueby cutting. Cover the boxand tape closed.Let the children peekthrough the hole to see thatnothing is inside of the

135

AREA: AIRGRADE: K-3


136

box. Direct a child tosqueeze the sides of thebox with sharp, shortsqueezes. Ask the follow-ing questions:

Why does the paperflutter when the box issqueezed?

. Suggest that something isbeing pushed out of the boxthat is making the paperflutter. Ask the followingquestion:

What is being pushedout?

G. Given a dishpan 2/3 full ofwater and a plastic bottlewith a narrow neck, thechild will immerse the bot-tle slightly tilted. Aftera moment of observation,discuss the findings by

0asking the followingquestions:

I. What is coming out ofthe bottle?

2. What is making tilebubble?

137

AREA: AIRGRADE: 'K-3


138 61

3. What happens to thebubbles when they cometo the top of the water?

4. Do the bubbles burst?5. Do they go into the air?

H. Turn an empty glass upsidedown and push it straightdown into the water until itis completely covered. Tip

it slightly.

v)/CA er

Ask the following questions:

1. What did you observe?2. What causes the bubbles

to form?3. What happens inside the

glass as it is tippedand more and more bub-bles are released?

4. Using two glasses andthe water container,can you find away topour air from one glassinto another so thatair goes from one glassto another?

5. What does this show 139about air?

AREA: AIR

GRADE: K-3


I. Crumple a piece of paper andwedge it far inside theglass. Turn the glass up-side down and slowly lowerit straight down into thewater without tipping it.Predict what will happen tothe paper.

91ass, pC:Ter

J. Place a funnel in a bottleopening and seal carefullywith clay. There must beno air leakage here.

cunnei u4A-crday

\DoOle,

Pour water slowly into thefunnel and ask the followingquestions:

1. What did you observe?2. Why did very little

water enter the bottle?

AREA: AIRGRADE: K-3


2. State that air has mass.

142

Air has mass

63

Observing,hypothesizing,predicting,

inferring,experimenting

Pour water into the funneluntil it rises almost tothe top and ask this finalquestion:

3. What might be done toallow water to go intothe bottle?

A. Dogs sir weigh anything?Look at the picture of thebalance.

'6°1 1 1ivemel

ba I loon

How is the balance like a'seesaw? Using the materialson your table, make a bal-ance like the one above.

Is the dowel balanced? If

so, how can the clay ball beused to balance the dowell?Can you think of a way thebalance and the balloons canbe used to see if air hasmass? Did your experiMentmake one end of the dowelmove up or down? How canyou explain your observa-tion? Can you think of ways

143

AREA: AIRGRADE: K-3


3. State that air exertspressure.

144


Air exertspressure

Observing,inferring,predicting,hypothesizing,experimenting

A.

to make the balloon balanceagain. *See appendix onmeasuring weight.

Give each child a piece ofpaper 5 x 8 inches with thetwo long sides folded about1 inch from the edge.Instruct the children toplace the paper on theirdesks so it stands up likea little table and thentry to lift the paper byblowing under it. Ask thefollowing questions:

1. What happens?2. Does blowing lift the

paper?

Exp3ain that the harder thechildren blow, the lower thepaper will bend. Air islike a pile of blocks.Above the paper is a pile ofair. When you blow underthe paper, the air movesfast.and not enough air isleft under the paper tohold up the air above thepaper. Blowing under thepaper is like moving thebottom block of a pile ofblocks. Try it and seewhat happens.

145 di

t

AREA: AIRGRADE: K-3

COMPETENCY/PERFORMANCE OBJECTIVE CONCEPT PROCESS SKILLS ' SUGGESTED ACTIVITY

146 65

B. Make a hole in the bottom of1

a cup. Place.a sheet ofpaper on a table. Set thecup on the paper with thebottom up. Suck through

,; the 17,11rie.

1. What happens to thepaper?

2. What holds the paper up?3. When you suck the air

from the cup where isthe air pressure thestrongest--on the insideor outside of the cup?How do you know this?

C. Fill a drinking glass tothe very top with water.Cover the glass with apiece of 'stitf paper. Holdthe paper againstlthe top ofthe glass aqd turn, the glass

upside down over a,bowl or

-jois I eclsink.

WI41 wA;es,

SV1-PCPoPer


147

AREA: AIRGRADE: K-3


148

PROCESS SKILLS',

SUGGESTED ACTIVITY

1. What do you predict willhappen when you releaseyour hand from thepaper?

2. What did you observe?3. How can you explain your

observation?4. Do you obta4n the same

results when the glassis not completely filledwith water? 4.

D. Fill a wide-mouthed jar withwater. Cover the openingwith a cardboard square,quickly turn the jar upsidedown, and set it down inabout an iilL1-: of water in a

pan. Take away the card-board square. Allow themouth of the jar to rest ontwo pencils or four balls ofclay in the water.


1. What happens to tLewater in the jar?

2. Bow can you explainyour observations?

Remove SOme of the waterfrom the pan with yourstraw. Ask the followingquestions:

41,6 149

AREA: AIRGRADE: K-3


I 1. What happens to thewater in the jar now?

2. From this activity, canyou design a drinkingfountain for a familypet?

15067

E. Dip the straw verticallyinto the water as in thepicture *)elow (a). Lift itstraight out as in thepicture below (b).

After doing this ask thefollowing question:

What happened to thewater inside the straw?

Dip the straw again but nowplace a finger over the topend of the straw bef,17e

lifting it out as in thepicture above (b).


151

AREA: AIRGRADE: K-3


152

1. What happened to thewater inside the strawthis time?

2. How can you explain yourobservation?

3. How can a soda straw beused to remove smallfood and waste materialsfrom an aquarium?

F. Using a large nail, make ahole near the bottom of thecan as shown in the picturebelow.

\r,anc:\palrY, Sown)

oleAsk the question:

What do you think willhappen when the can isfilled with water?

Fill the can with water.

Ask the question:

What happened to thewater?

Place your hand tightly overthe top of the can and ask

153

oAREA: ATRGRADE: K-3


15469

the following questions:

1. What happened to thewater?

2. How'can you explainyour observation?

G. Using the hammer and nail,punch two holes in the topof a tin as shown in figureA. Seal any other holeswith clay. Fill the canwith water. Tip the can

, into a pan or sink asshown in figure B.

0\6c


1. How easily did the waterflow out of the can?

2. How easily did the waterflow out of the canwhen one of the holes wassealed with clay?

3. How can you explain yourobservation?

155.

Pan

AREA AIR

GRADE: K-3


4. Why do opened cans con-taining liquids oftenhave two holes punchedin the top?

In Activity F, air pressureprevents or slows down waterfrom leaving when only onehole is made. A second hdlepermits air to enter the canand neutralize this effect.

157

156

AREA: MATTERGRADE: K-3

COMPETENCY/PERFORMANCE OBJECTIVE CONCEPT PROCESS SKILLS


1. Define "matter" as occupyingspace and having weight.

Matter occu-pies space andhas weight

Ca>

Measuring,observing,operationallydefining ,

A.

2. State that a solid has adefinite shape.

Solid Observing A.

3. State that a liquid takes; the shape of its container.

Liquid Observing,inferring

A.

15871

SUGGESTED ACTIVITY

Using a book, a drinkingstraw, and a chalkboard eraser,have the children arrangethe items in order fromlightest to heaviest. Afterthis review, separate thechildren into groups andprovide each group with anequal-arm balance. Alsogive each group an identicalcollection of small objectsto be weighed (toy cars,washers, bolts, nuts, smallcubes, bar magnets, handlenses, etc.). Some objectsshould weigh the same ornearly the same. Ask thechildren to compare andorder the assorted objectsby using a 'balance. *Seeappendix on measuringweight.

Have students bring in smallobjects and trace them.

Take one cup of water andpour it first into a glass,,then into a square con-,

tainer, and finally into anoval-shaped container.Children should infer thatthe liquid always takes theshape of its container.

159

AREA: MATTERGRADE: K-3


4. State that gas takes theshape of its containers.

5. Classify substances as solids,liquids, of gases.

I

Gas

Matter existsin various

forms.

Observing,inferring

Observing,classifying,communicating,inferring

A. Have children'b]ow air intopaper sacks, plastic sand-wich bags, and balloons.Have children describe thevarious shapes that the gas

has taken. What shapes doesa gas have (the shape ofits container)? Have child-ren identify other "con-tainers" containing air(bicycle tires, football.

etc.).

A. When shown pictures ofobjects (shoe, water, steamfrom a pot, etc), childrenshould identify them assolid, liquid, or gas.

B. Give children three sheetsof newsprint. Have themcopy the words solids,liquids, and gases at thetop of each sheet of paper,one word on a page. Thenhave them paste picturesfrom magazines or drawpictures representingexamples of the word at thetop of the page.

"N

eAREA: HEATGRADE: K-3



I. Identify three sources ofheat.

.a. Sunb. Fuelc. Friction

162

Heat comesfrom many

sources.

Observing,inferring,experimenting,interpreting data,communicating

76;1 .1

A. Walk outside on a sunny day.Feel the warmth of the sun.Discuss how it feels. Moveinto the shade. Feel anddiscuss the difference.

B. Place a thermometer in theclassroom and one outdoorsin the sun. ,Have studentsread the thermometer in theroom, and then go outside tocompare the temperaturerecorded on the thermometeroutside. Ask the studentswhat causes the differencesin the temperatures.

C. Light a candle. Let thechildren feel the warmthof the fir. by cuppingtheir hands around theflame.

D. Have on hand an electriclamp, overhead projector,record player or otherelectrical appliances.Demonstrate that beforethese things are plug-ged into a wall outletthey are cold. Then demon-strate that through elect-ricity these things becomehot.

h.(33

AREA: HEAT

GRADE: K-3


164

E. On an alcohol burner or hotplate place a small jar ofwater with a thermometer init. Have students observethat as the water heats thetemperature rises.

F. Have students rub theirhands together briskly fora minute or two, and askthem to notice how hot itfeels to do this.

G. Have the children arrangepairs of identical objects;one pair is to be placed insunlight and the other inshade. Be sure to includedark-colored and light-colored objects. Leave themlong enough for the objectsin the sunlight to becomewarm. Then have the child-ren feel the objects in eachset using the palms of theirhands. Ask: How do they

feel? Do both objects feelthe same? Which of the twois warmer? What made it

warmer? Wait another 5minutes. Blindfold a childand let him touch twoobjects. Ask him: Whichobject was placed in thesunlight? How can you tell?

4/ 165

AREA: HEATGRADE: K-3


2. Identify ways in which heathelps people.

3. Define temperature.

166

Heat helpspeople inmany ways.

The tempera-ture of some-thing tellsyou just howhot or coldit is.


communicating

Communicating,measuring,inferring,observing,definingoperationally

75

A. The sun is our chief sourceof heat. Demonstrate how ithelps plants to grow byhaving the children growseedlings in sunny environ-ments.

B. Have children observe thatheat from fuel helps them tobe more comfortable in coldweather.

C. If a hot plate is available,cook something with thechildren so that they canobserve and taste the dif-ference in cooked and un-cooked food. Discuss howheat is needed for cooking.

A. To show that a thermometermeasures temperatures, havetwo thermometers--one insideand one outside. Have

children record temperaturesinside and outside atvarious times of the day.

B. Have children place one'thermometer in a containerof ice water and one thermo-meter in a container ofboiling water. Prepareother solutions to test.

167

AREA: HEAJ

GRADE: K-J


4. Identify a thermometer as aninstrument used to measuretemperature.

5. Identify changes in temp-erature by observing athermometer.

168

CONCEPT

ITemperatureis measuredwith a ther-mometer

Temperatureis measuredwith sthermometer


'Observing,commureiating

76

Observing,measuring,

predicting,communicating,

using numbers,inferring,interpreting data

A. Give each child a Celsius orFahrenheit thermometer. Havechildren examine theirthermometers and describethe change when placed inenvironments of differingtemperatures.

A. Fach child will:

I. Note the room tempera-ture mercury level ofa thermometer.

2. Hold the thermometer inice and observe themercury drop.

3. Hold the thermometer inthe palm of his/her handand observe the mercuryrise.

Note: Small rubber bandscan be placed around thethermometer at each ofthe three levels, thusallowing the children tomore easily set thetemperature changes.

Discuss the directionand causes of mercurymovements immediatelyfollowing the fore-going act!vity and'ask

163



r

77

the following questions:

a. Is the air warmerthan your hand?

b. Is the ice warmerthan your hand?

c. Is the ice coolerthan the air? (`)y

B. The children may need helpor review in reading athermometer. Project atransparency of a Celsiusthermometer on an overheadprojector. Make sure thatthe degree markings areclear. With a red marker,color in the thermometertube so that the top of thered mark is on a numbereddegre mark. Ask whatdegrePis represented.Repeat until they can namethe temperature quickly.Next,4shave the childrenpractice naming the tempera-ture when the top of the redstripe falls between twodegree marks. When the topof the red stripe falls bet-ween two degree marks, readthe number of degrees at thenearer mark.

171


4


1'72

Divide the children intogroups of three. Give eachchile a thermometer andprovide each group ,piththree containers--one con-tainer with hot water (40degrees to 50 degrees C),one container with coldwater (0 degrees to 15degrees C), and one emptycontainer for mixing waters.Also give each group aditto copy (see below)showing a series of numberlines.

0 5 m 25 W46 go

Have one child in each groupmeasure and record on anumbered line the temperatureof hot water and another thetemperature of cold water.Have those two childrensimultaneously pour theirwater into the empty con-tainer. The third childshould measure and recordon the same number line thetemperature of the mixture.Their data may be similar tothat shown below.

173

1

0 7



ca cker rnbsku re 10V Log-e'r

17479

0 5° /o° 15 Ro 0 30° 35° ito LI5° 5o°

Have them repeat the prdce-dur2 several times withdifferent temperatures ofwater. Ask the children tomark their results on thenumber lines; they shouldnotice that the temperatureof the mixture is halfwaybetween the temperature ofthe hot and Cold water (ifthe volumes of hot and coldwater were the same). *See

appendix on measuringvolume.

. Group the children, and giveeach group aCelsius thermo-meter, a cle'r containerone-quarter filled withcrushed ice, and about 20grams of table salt in a drycontainer. Have the child-

)ren add some of the salt tothe crushed ice, and thenmeasure the temperature ofthe mixture. They will needto stir the mixture withtheir thermometer. Ask them

175

AREA: HEATGRADE: i-3


176

to find the lowest tempera-ture they can get by addingsalt to the container. (The

lowest should be below 0degrees Celsius.)

You will now need to discussa way to name a temperaturecolder than 0 degrees Cel-sius. Some should suggestdegrees below 0. Distributeditto copies of number lines

,similar to the one below.

111111111-56.--4ob-30° -2e-10° 0° /0° 20° 36° tie50

Review with the children theterm "negative number" andhow to write a negativenumber.

E. Divide the children intogroups. Give each group aCelsius thermometer, an icecube, and a container ofabout 100 ml of water atroom temperature. Thechildren will be puttingthe ice cube into thewater and then measuringthe temperature of the .

177

4)



4,3

17681

water every minute. *See

appendix on measuringvolume.

Suggest that one child stirthe water and ice mixture,one child call "time" everyminute, and one child recordthe number of minutes andthe temperature 'of the water

without the ice cube. Thenwhen the second hand reaches12 on a wall clock, theyshould put the cube in thewater. Each time the secondhand reaches 12 again, theyshould red and record thetemperature. Do this atleast 5 minutes. They can

then graph their data.(See picture.)

*See appendix on graphing.

179



1S0 82

Discuss their observationsand their graphs. Theyshould observe temperaturechange by naming initial andfinal temperature for timeperiods. They could findhow many degrees the temp-erature changed. Keyquestions could include:

I. During which minute didthe water cool most

'quicklyr2. When was the lowest

recorded temperature?3. Why did the water warm

up?

F. Have children record indoorand/or outdoor temperatureone or more times daily overa per&ad of days. Tempera-ture readings may be placedon an ongoing graph kept onthe classroom wall. *See

appendix on graphing.

181

0AREA: MAGNETISMGRADE: K-3



1. Pefine a magnet as an objectthat attracts materials con-taining iron.

,t11

2. Stare that magnets can befound in many sizes andshapes.

1b2

Objects con-taining ironare attractedto a magnet.

Magnets havedifferentshapes.

Observing,communicating,predicting,

classifying,operationallydefining

Observing,

communicating

83

A Have a large box containinga variety of objects. Labeleach object according towhat it is made of (paper,glass, plastic, wood, steel,iron, aluminum, etc.). Givethe children magnets and letthem touch the objects withthe magnets. After time forexperimenting, ask the child-ren what objects wereattracted.

B. The teacher can ask for avolunteer to find an objectin the room to which themagnet will attract. Thechildren will be able to

experiment with the magnetand the many objects in theclassroom (walls, windows,doors, teacher's desk,, etc.).

A. Have different types of mag-nets for the children to use(bar, square, horseshoe,cylindrical). Have childrentest magnetic strength bydipping the end of each mag-'net into a pile of paperclips. Children may deter-mine the strength of the

183

AREA: MAGNETISMGRADE: K-3


1 8 4

II/ , 185

I

magnet by counting thenumber of clips picked upend-to-end. A graph can beconstructed on the board toillustrate the strength ofthe different magnets.*See appendix on graphing.

0

\,.

4

1

SKILLS CHECKLIST

4-6

186

r

SKILLS CHECKLIST4-6

GUIDEPAGE NO.

BASALPAGE NO. 4 5 6

I. Life Science:

1. Identify the functionof leaves ingreen. plants.

2. List sunlight, carbon dioxide, water,and chlorophyll as things a plant musthave in order to grow and to make food.

3. Identify at least three functions ofroots in a plant.

4. Identify a minimum of three functionsof stems in a plant.

5. Locate on a drawing the parts of aflower important in reproduction,e.g., petals, pistil, stamen, ovary, andpollen.

6. Match flower parts with their functions.

7. Explain the life cycle of a seed plant.

8. Explain how plants reproduce jthovcseeds. .i,

9. Describe the five main/groups of verte-bracesmammals, birds, reptiles,amphibians, and fishes.

10. Identify organisms as plant eaters,animal eaters, or both plant andanimal-eaters./

187 87

9

188

SKILLS CHECKLIST4-6

GUIDEPACE NO.

BASALPAGE NO. 4 5 6

11. Classify organisms as predhtor or prey.

12. Define a food chain as-a series ofanimals feeding on other animals orplants.

13. Identify adaptations that aid in the

survival of animals.

14. Describe some of the earliest animalsand state how they have changed overlong periods of time.

15. Identify reasons which explain theextinction of animals.

16. Name at least two animals that are indanger of extinction (bald eagle andbrown pelican), describing the characteristics that make them vulnerable.

17. Define cells as the building blocks ofthe body.

.

18. Define tissues as cells of the samekind working together to do one job.

19. Define organ as a group of tissuesworking together to do a special job.

,

20. Define system as a group of organsworking together to perform a bodilyfunction or activity. .

18988

e 190 0

N

SKILLS CHECKLIST4-6

GUIDEPAGE NO.

BASALPAGE NO. 4 5 6

21. Identify the functions of the skeletalsystem as being protection, support,and movement.

22. Distinguish between voluntary andinvoluntary muscles.

23. Identify the major parts of the diges-tive system (mouth, esophagus, stomach,small and large intestine).

24. Identify the major parts of thecirculatory system (heart, bloodvessels, blood).

25. Identify the major parts of therespiratory system (nose, trachea,

lungs).

26. Identify the organs of excretion(lungs, kidneys, skin, large intestine).

27. Identify the major parts of "the nervoussystem (brain, spinal cord, and nerves).

191.89

192

SKILLS CHECKLIST4-6

GUIDEPAGE NO.

BASALPAGE NO. 4 5 6

TT. Earth Science:

1. Define minerals. N!.

2. Classify rocks into groups according tovarious properties (size, shape, color,texture, etc.).

3. Identify the three groups of rocks(Sedimentary, Igneous, and Metamorphic).

4. Der.c:ribe how the earth's surface hasbeen changed by weathering and erosion.

5. Identify how mountains are formed.

6. Ex.lain the formation of a volcano.

7. Identify the causes and characteristicsof earth.uakes.

8. State how fossils are formed.

9. Describe the composition of air.

10. State that air contains water in theform of an invisible gas called watervapor.

11. Tell the name of the process by whichwater changes to a gas (evaporation).

o

194

0

<-

O

SKILLS CHECKLIST4-6

GUIDEPAGE NO.

BASALPAGE NO.

p

4 5 6

12. Tell the name of the process by whicLwater changes from a gas to a liquid(condensation).

'.

13.

....

State that a cloud is made up of tinydrops of water.

t

14. State that fog is a c'oud near thesground.

---z

.

15. Identify cirrus, stratus, and cumulclouds.

16. Identify the continuous movement ofwater from the earth's surface to theatmosphere and back to the surface ofthe earth as the water cycle.

17. Identify the various forms of precip-itation (rain, sleet, snow, and hail).

18. Define weather.

19. Tell the name of the instrument thatmeasures changes in air pressure (baro-meter).

1*

20. Tell the name of the instrument used tomeasure rainfall (rain gauge).

.

21. Identify humidity as the amount of watervapor in the air.

..-

195 91196

.

SKILLS CHECKLIST4-6

GUIDEPAGE NO.

BASALPAGE NO. 4 5 6

t;

22. Define the solar system.

23. Distinguish'between rotation and revolu-tion.

24. Define eclipse as the blocking of lightfrom the sun by the moon or earth.

25. Identify the solar system as a part ofa larger group of stars called the 4Milky Way Galaxy.

26. Identify a constellation as a group ofscars.

SKILLS CHECKLIST4-6

GUIDEPAGE NO.

---....)

BASALPAGE NO. 4 S 6

III. Physical Science:

1. Explain that soundEn6 produced byvibrating matter.

2. State that sound travels throughsolids, liquids, and gases.

3. Compare and contrast how soundstravel through different media.

4. Tell the word that means the highnessor lowness of sound (pitch).

5. Identify sounds (noise) that createproblems in our environment.

6. State that light travels in straightlines.

7. Tell the name of the word that meansthe bouncin: back of light (reflection).

8. Classify objects as opaque, translu-cent, or transparent.

9. Tell the name of the word that meansthe bending of light rays as they passfrom one medium to another (refraction).

10. Distinguish between concave and convex

mirrors.

93

1992C0

SKILLS CHECKLIST4-6

GUIDEPAGE NO.

BASALPAGE NO. 4 5 6

II..,

Distinguish between concave and convexlenses.

12. State that white light is a mixture ofall colors.

13. List the colors of white light in ,

sequence--red, orange, yellow, green,blue, indigo, violet.

14. Compare the colors of the spectrum ofwhite light with those of the rainbow.

-.,

15. State that certain parts (like poles)of a magnet repel each other whilecertain parts (unlike poles) attracteach other.

16..

Den.ne North'and South Poles.

17. Explain that by rubbing two differentkinds of materials together, staticelectricity can sometimes be produced.

18. Diagram a complete circuit consistingof a dry cell, a bulb, and one wire.

19. Identify when a circuit is open andwhen it is closed.

20. Distinguish between conductors and non-conductors (insulators).

201 202

SKILLS CHECKLIST4-6

GUIDE

PAGE NO.

BASALPAGE NO. 4 5 6

21. Dia:ram a series circuit.

22. Dia:ram a sarallel circuit.

23. State that electricity can be used to.rodvce magnetism.

24. Identify and explain the function ofsimple machines.

25. Tell the name for machines made of twoor more simple machines and give anexample.

26. Distinguish between mass and weight.

27. Define density.

28. List the three states of matter andstate examples of each.

29. Tell the name for the smallest particleof an element.

30. Name the three kinds of substances intowhich all matter can be grouped andexplain how each kind of matter differsfrom the others (elements, compounds,and mixtures).

.

203 95

204

SKILLS CHECKLIST4-6

GUIDEPAGE NO.

BASALPAGE NO. 4 5 6

31. Identify the correct symbols for thefollowing elements:

H Hydrogen 0 Oxygen

C Carbon S Sulfur

N Nitrogen Fe Iron .

32. Recognize the chemical formulas forWater (H20), Salt (NaC1), Carbon

..

dioxide tCO3).

33. State the boiling point and freezingpoint of water in both degreesFahrenheit and degrees Celsius.

34. Identify and differentiate betweenphysical and chemical changes.

35. Identify and differentiate among acids,bases, and neutral substances.

205

4

206

.

cl


LIFE SCIENCE

4-6

,

2U7

o

NN

AREA: PLANTS

GRADE: 4-6



1. Identify the function ofleaves in green plants.

2. List sunlight, carbon dioxidewater, and chlorophyll asthings a plant must have inorder to grow and make food.

2')8

Leaves have arole in makingfood for greenplants

Photosynthesis

99


predicting,experimenting,hypothesizing

Controlling vari-ables, experiment-ing, interpretingdata, inferring,

SUCGATED ACTIVITY

A. Teacher information: tinc-ture of iodine in the pres-ence of starch changes fromyellowish bcroWn to dark

blue.

Take a green leaf and placeit in a container. Cover

the leaf with alcohol.Place the container in a potof water and heat it until

the leaf fades.

NOTE: Since alcohol burns,do not boil it directly overa hot plate. Never use anopen flame.

To test the leaf for starch,remove some of the liquidand add a few drops of tinc-ture of iodine. Discuss the

fvlinwing questions:

1. What dIcl you observe?

2. What does this observe--tion .show?

A. What factors affect plantgrowth?Procedure: Divide the classinto four experimental

20 9

RI-

AREA: PLANTSGRADE: 4-6

CONPETENCY/PERFORMANCE OBJECTIVE

210

CONCEPT PROCESS SKILLS t' SUGGESTED ACTIVITY

using numbers,communicating,predicting

groups. Have each group setup an experiment and recordtheir observations.

Group A:

Coat the top and bottom ofone or two leaves of ahealthy geranium plant withvaseline. Keep the plant ina sunny location and observeafter three days.

Note: Leaves should turnyellow as no gases can enteror leave. Use at leastthree plants.

Group B:

Cover one or two leaves of ahealthy geranium plant withaluminum foil. After threedays students should observeleaves.

Note: Leaves should turn'yellow because no sunlightwas available. Use at leastthree plants.

211



".1


212

Group C:

Cover a live geranium plantwith a plastic bag and tiethe bag securely aroun4 thestem, Inflate a secondplastic bag by waving itthrough the .ir and tyingoff the open end. Place

both the plant and the emptyplastic bag in sunlight for24 hours.

Note: Water vapor will form

on bag with y.ant. Use at

least three plants.

Group D:

Put a water plant such aselodea in an aquarium filledwith water. Invert a glassor plastic funnel over theplant and a test tube filledwith water over the stem ofthe tunnel. Set the appara-tus in the sun for threedays. Students shoulddescribe what happens.

Note: Oxygen bubbles willbe given off. Use at least

three plants.

101 213



O214


102

1. What do leaves need tostay healthy?

2: What do plants producewhile in sunlight?

Films or filmstrips onrequirements for plantgrowth and photosynthesis.

B. Materials for 2-3 pupilteam:

One healthy plant placed inbright light for the last3-4 days; tincture of iodine(15 drops in a cup ofwater); two 2" by 2" squaresof heavy tagboard or card-board; four paper clips;,hotplate; two tin cans, oil4large, one small (to ficinside the larger can);water; alcohol; tweezers.

Procedure: Use th64aperclips to fasten the twosquares on the tip andbottom of a leaf from ahealthy plant.

215


COMPETENCY/PERFORMANCE OBJFCTIVE

216

CONCEPT

4


\

iS

103

Put the plant in bright lightfor three days (turn off thelight at night when you gohome).

After three days remove thesquares.

IS THE PART OF THE LEAF THATWAS COVERED BY THE SQUARESTHE SAME COLOR AS THE RESTOF THE LEAF?DO YOU THINK THAT YOU WILLFIND STARCH IN THE PART OFTHE LEAF THAT WAS COVERED BYTHE SQUARES?

Test the leaf for starch byboiling the leaf in water,then in alcohol, and thendropping it into a cup ofdiluted iodine.

40DID BOTH THE COVERED ANDUNCOVERED PARTS OF THE LEAFCONTAIN STARCH?HOW CAN YOU EXPLAIN YOUROBSERVATIONS?FROM YOUR OBSERVATION, DOESTHE GREEN MATERIAL IN THE

LEAF SEEM TO BE IMPORTANT INMAKING STARCH?FROM YOUR OBSERVATIONS, DOESLIGHT SEEM TO BE IMPORTANTIN MAKING-STARCH?

'..N.. 217

AREA: PLANTS

GRADE: 4-6


3. Identify at least threefunctions of roots in aplant.

218

Roots absorbwater, anchorthe plant, andstore food.

Observing,

inferring,predicting,hypothesizing,experimenting

DO ONLY LEAVES MAKE STARCH?DOES A POTATO CONTAINSTARCH?HOW DOES STARCH GET FROM THELEAVES INTO THE POTATO?

C. Grow some bean seeds intotal darkness. Notice they

have no green color and willsoon die from lack ofnutrients in the soil. Have

children infer the role oflight in the production ofchlorophyll.

A. WHERE DOES A PLANT USUALLYGET THE WATER IT NEEDS TO

LIVE?WHICH PART OF THE ,ANT

TAKES IN THE WATER?

During a rain, water falls onthe leaves before it soaks into

the ground.

HOW DO YOU KNO.,% THAT THELEAVES DO NO 7r TAKE IN WATER?

CAN THE LEAVES TAKE IN

WATER? ve

CAN YOU PLAN AN EXPERIMENT 1

TO FIND OUT?

219

f AREA: PLANTSGRADE: 4-6


220 105

Use closely matched beanplants.

Water the soil of Plant as

much as it needs each day or

two...

Keep a record of how muchwater you used on Plant 2.

Water only the leaves of Plant2 with the small amount of ,

water. Keep the water fromdripping into the soil. To

do this, wrap waterproof foilaround the bottom of theplant. Let it hang out overthe sides of the pot as in thepicture below.

Put a tray or pan under thepot to collect the water thatruns off.


CONPETENCY/PERFORMANCE OBJECTIVE CONCEPT PROCESS SKILLS SUGGESTED ACTIVITY

WHAT DIFFERENCES DID YOUOBSERVE BETWEEN THE TWOPLANTS?WHEN DID YOU FIRST SEE THECHANGES' TAKING PLACE?HOW CAN YOU EXPLAIN YOUR,1aBSERVATIONS?

:YOU THINK TWO PLANTS OF APTERENT KIND (CORN,MATO) WILL SHOW THE SAMEESULTS?OES PART OF THE PLANT GROWNDER THE GROUND?

1HAT IS THIS PART CALLED?(WHAT DOES IT LOOK LIKE?

B. Have children pull up someweeds of various kinds andbring them to school toexamine and compare theirroot systems.

C. Have children bring in andexamine roots which are foodsources such as carrots,beets, turnips, etc.

4. Identify a minimum of threefunctions of stems in a plant

222

Functions ofa stem aresupport,transport,

Observing,inferring,predicting,hypothesizing

A. To show that stems conductwater have small groups placea leafy stem in a 50 mlgraduated cylinder and close

223

os

ao



and storingfood

224107

the top with aluminum foilor cotton to reduce evaporate,

tion. Have the pupilsattach a narrow strip ofmasking tape along the sideof the cylinder and mark thewater level from time totime. (See Figure A.) Food

coloring in the water maymake it easier for them tosee the drop in water level.They should infer that thedropping water level isaccompanied by the rising ofwater in the stem.

\

P aor

40igure it3530

5046

ASgo

*Refer to appendix on measuringvolume.

225

,0



226 108

B. Use celery stalks, carna-tions, and asparagus. Placethe asparagus, carnation, or'celery stalk (the stalk maybe split into two parts andeach part could be placedinto a different color of .

water) in colored water.Predict what will happen'tothe asparagus. Observe theasparagus every,. hour. What

happens? Do you see anycolor in the tip? How didit get there? The trunk ofa tree can be compared withan asparagUs stem. What dothe trunk and branches of atree do? (During thisactivity the children willsee that the colored wateris being drawn up the stemof the plant.)

C. New plants can be grown fromuntleuround-stems. F'kd theeyes on a white potato. Cut

the potato 'into, three or

four pieces. Each pieceshould have an eye on it.Plant each piece with theeye up.

227



tr


5. Locate on a drawing the partsof a flower important inreproduction, e.g., petals,pistil, stamen, ovary, pollen.

6. Match flower parts with their

functions.

7. Explain' the life cycle of a

seed t1ant.

228

For reproduction, a plantuses certainparts.

Flower partshave certainfunctions.

Relationshipbetweenflowers, seedsand fruit



communicating

Inferring,observing,communicating

109

From what placeedo the ,roots and step 6 grow on the

potato and onion? (Roots

'grow from the base of thesprout that develops from apotato eye. The stem of apotato also grows from an

eye. Which started to growfirst on the potato, theroot or the stem ?, (The

first growth from a potato

eye is a stem.)

A. Observe the parts of aflower by dissecting aflower (lily, gladiola).Make a drawing and label theparts.

A. Make a matching chart. List

parts on one side and function on the other side. Letstudents connect part andfunction with string. (This

can be done on electronicboard where a bulb wouldlight to indicate correctand wrong answers.)

A. Have children open a soakedbean seed. Have themobserve the embryo (babyplant). Have children open

a bean pod and observe seeds

229

AREA: PLANTS

GRADE: 4-6

COMPETENCY/PERFORMANCE OBJECTIVE CONCEPT PROCESS SKILLS, SUGGESTED ACTIVITY

230 110

S

and their arrangement. Havechildren infer the relation-ships between the flower,seeds, pod (ovary).

B. Collect parts of flowers invarious stages to show whichparts of the flower event-ually form the seed.

C. Bring some fruits to school(apple, peach, tomato,avocado, etc.) and dissect.Locate the seed and thefleshy part.

D. Have students draw and labela diagram of the life c cleof a seed plant. "(4 w1r15.5

la

.04104' iQn4.

(43Ena

231

eSc ere

AREA: PLANTS

GRADE: 4-6


8. Explain how plants reproduce.without seeds.

232

Some plantscan be startedfrom cuttings,rtinners, bulbs

leaves, ortubers.

Inferring,hypothesizing,observing

111

A. Have children take variousplant parts and grow them(ivy, coleus, etc.).

233

AREA: ANIMALS

GRADE: 4-6



1. Describe the five main groupsof vertebrates--mammals,birds, reptiles, amphibians,and fishes.

2. Identify organisms as planteaters, animal eaters, or, botl

plant and animal eaters.

234

Five groupsof vertebrates

Some organismscan be classi-fied as planteaters, animaleaters, orBOTH.


Observing,communicating,inferring,

classifying

A. Using pictures of animalsthat have been divided intothe five animal groups,have students list anddiscuss characteristics ofeach group. Studentsshould be encouraged tonote the similarities anddifferences among eachgroup.

A. Ask the class members tolist several examples ofonly plant eaters (herbi-vores), e.g. aphids, ants,worms, hamsters, etc.

Chart plant eaters, whatthey eat, and where theycan be observed:

Name

WhatThey Where

Eat Observed

235

AREA: ANIMALSGRADE: 4-6

COM?ETENCY/PERFORMANCE OBJECTIVE CONCEPT PROCESS SKILLS SUGGESTED ACTIVITY

3. Classify organism as predatoror prey.

t

Balance ofnature

Do the same for animal.eaters (carnivores) andanimals that eat both plantsand other animals (omni-vores).

In what .ways are plant

eaters alike? How areanimal eaters alike?

B. Given pictures with lots ofanimals, have childrenclassify each as planteater, animal eater, orplant and animal eater.

C. Have children raise ants,crickets, doodlebugs,gerbils, rabbits, etc.Observe their eating habits.What adaptations do theyhave for eating plants?

Classifying, A. Given a picture of a wild-

observing, life scene, have children

inferring, identify predator-preypredicting relationship.

B. Set up a terrarium in theclassroom with chameleonsand crickets, doodlebugs,plants, etc. Predict and.observe changes in theterrarium over a period oftime.

236 237113

AREA: ANIMALS

GRADE: 4-6


4. Define a food chain as aseries of animals feedingon other animals or plants.

238

Food chain Observing,inferring,communicating

A. Write the names of theseplants and animals on filecards.

wolf leaves

owl grassmouse cornfish grasshoppercow people

deer cat

Make as many foods chains asyou can:

Punch one hole at each endof the cards. Join eachfood chain togethdr withyarn.

cat mouse

COtt

corn

B. Make a food web using sti-ingdesignating differentchildren around the class-room to assume the roles ofthe plants and animalslisted below.

lion owl hyena

antelope rabbit giraffe

grass lettuce treeleaves

239



5. Identify adaptations that aidin the survival of animals.

6. Describe some of the earliestanimals and state how theyhave changed over a longperiod of time.

7. identify reasons which explainthe extinction of animals.

240

Adaptions aidin the survi-val of animals

Animals havechanged over along period.

Extinction ofanimals

Observing,

communicating



115

A.",Have children play a varia-tion of the hawk-mouse gamewhere you place an equal .

number of toothpicks of dif-ferent colors in the school-yard grass. These are the"mice." Have the children(the hawks) try to find asmany of the toothpicks aspossible within 4 minutes.The number of each color canbe counted and graphed.Using a bar graph, havechildren hypothesize whymore of some colors" werefound than of other colors.*Refer to the appendix ongraphing.

A. Collect pictures or modelsof prehistoric animals andcompare them with similaranimals of today. Have themhypothesize reasons forchanges in the animals overtime.

A. Gathdr information fromvariOus reference materialand draw 'conclusions aboutenvironmental changes.versusextinction of prehistoricanimals.

t-,241



8. Name least two animals that

are in eager of extinction(bald (....,_e and brown pelican),

describing the characteristicsthat make them vulnerable.

Some animalsare in dangerof extinction.


hypothesizing,communicating

A. Bring newspaper and magazineclippings about endangeredspecies. Make a bulletinboard or display about

these. Hypothesize anddiscuss how their extinctionmay be prevented. Special

emphasis should be placed on

the brown pelican.

B. Contact resource personsfrom wildlife and fisheriesfor additional informationon the brown pelican.

242 116 243 e

AREA: HUMAN BODYGRADE: 4-6



1. Define cells as the buildingblocks of the body.

244

Cells

PROCESS SKILLS

Observi-g,communicating,inferring

117

SUGGESTED ACTIVITY

A. Observe cells from insidethe students' cheeks underthe microscope. Obtaincells by gently scraping theinside of the cheek with theblunt end of a toothpick.

B. What is an onion skin madeof?

1. You will need: onion,microscope, slides,knife, coverslip, medi-cine dropper, and iodinesolution.

Cut an onion in half,lengthwise. Remove athick white scale. Peel

the membrane from theinner surface. Cut asmall section of themembrane and spread itflat on a slide. Add adrop of water. Thencover it with a cover-slip. Make sure you getall the air bubbles outfrom under the cover-slip. Do this by

245

AREA: HUMAN BODY

GRADE: 4-6


2,16 118

pressing coverslip witheraser end of a pencil.

3. Examine the onion mem-brane with the micro-scope. Compare theonion cells you see withthose shown below.

Note: Microslide viewers may besubstituted for micro-

scopes. They areinexpensive and there are

a large variety of slidesets available.

What shape do the cells have?Are the cells empty? Locate the

cell walls. Draw some onioncells and label the cell walls.

4. Lift the coverslip andadd one or two drops ofiodine to your slide.Iodine stains the cells.Look at the cells withthe microscope andlocate the nucleus.Label it on the diagram.

247



2. Define tissues as cells ofthe same kind workingtogether to do one job.

248

Tissue



119

5. The dark grains betweenthe nucleus and the cellwall make up the cyto-plasm. Label it ondrawing.

C. Have the students place adrop of iodine on thefollowing spots:

a. palm of handb. back of handc. tip of one fingerd. inside of their

elbow

For the next several dayscheck to see if the spotsare still visible. If theyare visible, record it.

1. In what order did thespots disappear?

2. Why did the spotsdisappear?

3. What did you learn aboutliving cells from thisactivity?

A. Observe and discuss samplesof tissue from the butchershop or use parts from achicken or turkey.

249

AAEA: HUMAN BODY

GRADE: 4-6

COMPETENCY /PERFORMANCE OBJECTIVE

3. Define an organ as a group oftissues working together todo a special job.

4. Define a system as a group oforgans working together toperform a bodily function or

activity.

5. Identify the functions of theskeletal system as beiag pro-tection, support, and move-

ment.

250

CONCEPT

Organ

System

PROCESS SKILLS SUCGESTW ACTIVITY

Skeletal

system

Communicating,observing

Communicating

Observing,

communicating,inferring

120

A. Assign students one organ toresearch. Have them drawand label the organ.

B. Observe and identify organsof a dissected animal.

A. Have students make a namecard for each level of thehuman body and hang up as a

mobile. Place "cells" asthe basic building blocks onthe bottom. Hang "tissues,""organs," and "systems" eachabove the other using

h.

graduated sized name cards.tf

A. Examine several kinds ofanimal bones (chicken, perk,beef). Lead students toobserve characteristics andstructure of the bone.

B. Obtain X-rays of bones.

C. Encourage students to brain-storm as to what organs areprotected; list them on the

chalkboard.

25.1

AREA: HUMAN BODYGRADE: 1/1-6

CONPETENCY/Pgdi)ORMANCE OBJECTIVE CONCEPT PROCESS SKILLS SUGGESTED ACTIVITY

6. Distinguish between volun-tary and\involuntarymuscles.

7. Identify the major parts ofthe digestive system (mouth,esophagus, stomach, smalland large intestine).

Voluntary andinvoluntarymuscles

Observing,inferring,communicating,classifying

Major parts Observing,

of the diges- communicatingtive system

A. Have students feel their owncontracted muscles by bend-ing an arm at the elbow or aleg at the knee. Directstudents to observe thetightening of the muscleunder the upper srm or onthe back of the thigh.

B. Have one student run inplace for a minute and feelthe muscles of the heartworking rapidly.

C. Invite a physical educationteacher to demonstrate howmuscles can be developedthrough exercising.

A. Using a large chart (ortextbook pictures if neces-sary) have the studentstrace the digestion of theirfavorite food through thedigestive system. Relatethe function of each organin acting upon the food asit is digested.

252 253121

AREA: HUMAN BODY

GRADE: 4-6

CONPETENCY/PERFORNANCE OBJECTIVE

...


8. Identify the major partsof the circulatory system(heart, blood vessels,blood).

254

Circulatorysystem

Observing,inferring

1.

SUCGESTED ACTIVITY

A. Obtain a beef, sheep, or pigheart-from a butcher. Have

the students note the muscu-lar walls and chambers of

the heart.

B. Obtain a heart puzzle bywriting to the AmericanHeart Association7320 Greenville AverueDallas, Texas 75231

C. Sit Oieily, place indexfinger and middle fingers onone hand orthe wrist ofyour other hand. When youfeel the movement,' yOu arefeeling your pulse, Pave apartner tilde it for 30 sec.During that tine count thenumber of times you feel

your pulse. Swit8h placeswith partner and repeat.What happens when you run in

place?

D. Make arrangements to have amedical technologist visitthe classroom to explain theprocedure used in obtginingblood and the importance ofthis procedure.

122 2550


COMPETENCY/PERFORMANCE OBJECTIVE CONCEPT PROCESS*SKILLS SUGGESTED ACTIVITY

9. Identify the major parts ofthe respiratory system (nose,trachea, wind pipe, lungs).

JuOrQL.,

Respiratorysystem

Observing,inferring,communicating,measuring

123

A. The graduated cylinder andwater can be used to measurethe volume of air a personcan breathe out in one breath.Fill a bottle with water andplace a piece of paper overthe mouth of the bottle.Invert the bottle into acontainer that is half fullof water. When the mouth ofthe bottle is below thesurface of the water, slidethe piece of paper away.Try not to let any air inthe bottle. Divide thechildren into groups of fiveand have each child in turnblow through a straw,holding the end of the strawurder the mouth of a bottleso that the child's breathis collected in the bottle.With a wax pencil or crayon,mark the level of water inthe bottle from the con-tainer; and with a graduatedcylinder, measure how muchwater it takes to fill thebottle to the mark.

251

AREA: HIMAN BODYGRADE: 4-6


This is the volume ot thechild's breath.

0 *sp.c.'\ 0

aoCecls

Co° N4N\ \I

00

Cor4 curler Y.,.C-1,t1\,o

*See appendix on measuring

volume.

B. Using a low-power microscopeand a goldfish, children canwatch blood circulating inthe capillaries of thefish's tail. Wrap the fishin wet cotton and lay it ina shallow saucer ot water.Place the saucer on thestage of the microscope andfocus on the thinnest partof the tail, which is

258 124 259

AREA: HUMAN BODY

GRADE: 4-6


260125

PROCESS SKILLS SUCGESTEVACTIVITY

outside the cotton. Child-

ren should be able to seemany criss-crossed tinytubes--the capillaries.Some of the red blood cellswill move in one direction,some in another. (Be care-

ful not to keep the fishout of the water too long.)

C. Relate the lungs to asponge. Place a sponge inwater and compare theabsorption of water by thesponge to the absofbrion ofair by the lungs, Have

students note the increasein the sponge's size.Squeeze the water out,relating it to breatning outand decrease in lung size.

D. Invite a doctor or,medicalworker from the lung asso-ciation in your area to talkto your class about the dis-eases of the lungs and theimportance of clean air tothe respiratory system.

261



10. Identify the organs ofexcretion (lungs, kidneys,skin, large intestine).

262

Excretory I Observing,

system inferring

SUGGESTED ACTIVITY

a

A. Teacher information: Lime-

water is prepared by addingtwo tablespoons of calciumhydroxide (Ca(OH)2) to aquart of warm water. Shake

thoroughly and leave over-night. Decant the clearliquid into another jar.Keep the containers sealed,as carbon dioxide in the aircombines with the clearlimewater to slowly turn itcloudy. Limewater tabletsor solutions can be purchasedin many drugstores. The

change in limewater fromclear to cloudy is a speci-fic test for carbon dioxide.BTB (can be purchased in petstores) can also be substi-tuted for limewater. Its

blue color in the presenceof CO

2turns yellow.

Have two containers. In oneplace water, in the other,limewater. Have studentsblow into both containers(using a straw). , The

container of limewater will

263

AREA: HUMAN BODY

GRADE: 4-6

COMPETENCY/PERFORMANCE OBJ CTIVE

a


5

SUGGESTED ACTIVITY .

11. Identify the major parts ofthe nervous system (brain,spinal cord, and nerve.$).

264

Nervoussystem


communicating

127

become cloudy to indicatethe presence of carbondioxide.

A. Demonstrate nerve impulses.Have the children form alarge circle in the room andjoin hands. One studentbegins the h4.ivity bysqueezing the hand of thestudent next to him who inturn squeezes the hand ofthe next student. Thiscontinues around the circleuntil it returns to thefirst student. Variation:have students time how longit takes for the message tocomplete the circle.

B. Bring inaa fish or chickenand allow students todissect the backbone tolocate the spinal cord andsome nerves entering it.

265

Ahl


EARTH SCIENCE

4-6

266

AREA: EARTHGRADE: 4-6

coNPETENCY/PERFORMANCE OBJECTIVE CONCEPT PROCESS SKILLS SUGGESTED ACTIVITY


1. Define minerals.

q.

2. Classify rocks into groupsaccording to various pro-perties (size, shape, colortexture, etc.).

)1.

Minerals arethe materialsthat rocks armade of.

Rocks havedifferentproperties.

Observing

Observing,

classifying,communicating

131

A. Have your students use astrong magnifying glass toexamine sand. They willnotice that the mineralscontained in sand differ incolor, size, and shape.

Black crystals - mica orbiotiteif they are attracted to amagnet, they are probablymagnetite. Rectangular blackcrystals will probably behornblende.

Colorless glassy crystals -quartz

Red crystals - garnet

A. The children may enjoy anoutdoor rock scavenger hunt.Give each pair of children abag to collect their rocks.

Scavenger List:

1. A rock smaller than afinger-nail on yourpinky

2. A rock bigger than yourfist

268 D

I

AREA: EARThGRADE: 4-6


0 269 132

3. A rock with somethinggrowing on it

4. A square rock5. A round smooth rock6. A rock with more than

one color7. A rock that makes you

feel good8. A very rough rock9. A rock that would make a

good paperweight10. A rock that would make a

good gift

B. Have students form groupsand use the rock samples.Have children classify therocks according to variouscharacteristics, e.g., size,color, shape, texture, hard-ness. Have children make achart to describe their rocks.

RockSizeShapeColorTextureLuster

270

AREA: EARTP

GRADE: 4-6


3. tdentify the three groupsof rocks.

271

Sedimentary, Observing,

igneous, and classifying

metamorphicrocks

133

T

C. Have the children write afive line poem about aconcept, a place, a thing,or a person, using bothobservations and feelings.

Example:

1. Sand--(a single word)2. Smooth bits of earth

(an observation of lineone)

3. Warmth--(a feelingabout line one)

4. Shining in the sunlight- (observation of lineone)

5. Grains--(A one wordmeaning for line one)

Some suggested words arerock, sand, geologist,properties, particle, sound,and earth.

A. Have students "examine rockswhich have already been,identified. Look for simi-larities within each groupand differences among thethree groups.

4.

272

AREA: EALTH

GRADE: 4-6


4. Describe how the earth'ssurface has been changedby weathering and erosion.

273

O

Weatheringand

erosion

134

PROCESS SKILLS

Observing,inferring,experimenting

SUGGESTED ACTIVITY

A. 1. Place five spoon:uls ofplaster of Paris in apaper 'cup. Add water towet the mixture. Stir.

2. Dip a pencil in liquidsoap. Stick it in thecenter of the plaster ofParis.

3. Leave the pencil in theplaster of Paris untilthe plaster is dry.

4. Take the pencil out.Tear off the paper cup.

5. Fill the pencil holewith water.

6. Put the plaster withwater in an ice tray.Place in a freezer.

7. On the next day, takeout the plaster fro thefreezer. Observe.

What did you learn?1. How was the water

changed?

2. What,has happened to thepiaster?

B. Take a pan and make a sandor dirt hill. Using apitcher of water, pour itgradually over the top ofthe hill and observe the

results.

274


COMPETENCY/PERFORMANCE OBJECTIVE CONCEPT PROCESS SKILLS-

5. Identify how mountains are

formed.

6. Explain the formation of avolcano.

275

Mountains areformed in dif-ferent ways.

Formation ofa volcano



communicating

SUGGESTED ACTIVITY

C. Take a walk around theschool. Observe signs ofweathering and erosion.

A. Flatten three or four' dif-ferent colors of modelingclay. Pile the differentcolors on top of each otherto make layers. Push thelayers from each end. What

happens?

Now push the layers untilthey crack. How do thelayers look?

Have you seen layers of rockthat look like folded layersof clay? Whre have youseen them?

B. Use "National Geographic"pictures to show examples ofold, worn mountains andnewer mountains with rough,unweathered (comparatively)edges.

A. Make a pinhole'in a fulltube of toothpaste. Squeezethe Vibe hard. What

happens?

276

0

AREA: EARTH

GRADE: 4-6


7. Identify the causes and char- Characteristics Observing,

acteristics of earthquakes. of earthquakes inferring,

communicating

2774e

Stop -,queezing the tube.What ha-:;:ears?

Why does toothpaste come outof the pinhole when yousqueeze the tube?

Why does lava come out ofthe earth, thus forming avolcano?

. Use "National Geographic"pictures and stories onvolcanoes, both past andpresent.

C. Have children draw and labelthe parts of a volcano.

D. Have children make a dioramato show the stages orevolcano as it grows aftereach eruption.

A. Clinch your fists and putthem together. Press theknuckles of each handtightly together and pushhard sideways in differentdirections at the same time.What happens?

278

tit

AREA: EARTH

GRAPE: 4-6


3

..)

279 137

PROCESS SKILLS _ SUGGESTED ACTIVITY

su

(

t

If layers of rock in theearth are pressed togetherthis way, whdt might happen?

If you were standing nearlayers of rock when theymoved, how would you feel?

B. Lay two books on the tableleaving a narrow pathbetween them; lay four orfive marbles in the path.Roll another marble againstthe line of marbles. Roll

another marble against therow of fixed marbles.Compare this to earthquakewaves traveling through asolid.

Would earthquake wavestravel through dense liquidslike the mantle and core?if so, would there b any

change in the waves?

C. Have students demonstrateshock waves using a Slinky.One pupil will hold one endof the spring and anotherone will stretch it out toabout two meters. Give thespring an up- and -down snap.

What happens?

280



8. State how fossils are formed. Fossilization Observing,inferring,

communicating

4 /

SUGGESTED ACTIVITY

. Have some pupils do researchon the Alaskan earthquake of .1967/the San Franciscoearthquake of 1906, and theLos/Angeles earthquake of1971. Compare the intensityo each with the others.1 ich caused the greatestoss of life? Why do you

/ think this is true?

A. Cut the top off a milk cat-)ton. Cover both sides of aileaf with vaseline. Put 4.,

in the bottom of'thecarton. Pour plaster intothe carton. When theplaster is hard, tear offthe carton. Take the leafout of the plaster. Whatcan you see in the plaster?

Look for other kinds offossils in rocks.

Note: You can use papermedicine cups so that eachchild can make his ownfossil.

B. Many fossils are formed fromplants and animals that havedecayed. However, scien-tists have found some

281 282138

411

eAREA: EARTH

GRADE: 4-6

CONPETENCY/PFRFORMANCE OBJECTIVE CONCEPT PROCESS SKILLS

233139

SUGGESTED ACTIVITY

fossils of living thingswhich have not decayed.Where do they find thesefossils? Why haven't thesefossils changed very much?

4

. A mastodon tooth that wasfound weighed three pounds.Suppose this mastodonweighed 4,000 times theweight of this tooth. Howmuch did the animal weigh?

. Trace a drawing of a tyran-nosaurus skeleton. Make a

ditto of it in puzzle form.Have the children cut outthe bones and use them toform an animal. The partsshould be glued down tolarge pieces of constructionpaper. Have children tracearound the outside of theskeleton to show the prob-able appearance of thisanimal. Have childrencompare their pictures andfigure out what dinosaur itwas.

284

( AREA: WEATHER,

GRADE: 4-6



1. Describe the composition of Air is a mix-air.

255


ture of gases.Inferring,observing,interpreting data,hypothesizing

it

A. The make-up of the earth'satmosphere is a mixture ofgases, water vapor, and dustparticles. Research theatmosphere in textbooks,encyclopedias, and othermaterials. Identify thegases that make up 997 ofthe air at sea level. Whichgas takes up 78% of anygiven volume of air? Why isthis gas important? Which gesaccounts for 21% of anygiven volume of air? In

what way is this gas impor-tant to life on earth? List

other gases that make up theremaining 1% of the earth'satmosphere. One of thesegases is very essential tolife on earth, yet it isonly .03% of its atmosphere.What gas is this and.why isit so important to life aswe know it?

Ask children how life wouldbe different if the samegases were present in dif-ferent percentages.

286 4)

AREA: WEATHERGRADE: 4-6


2. State that air contains waterin the form of an invisiblegas called water vapor.

3. Tell the name of the processby which water changes to agas.

4. Tell the name of the processby which water changes froma gas to a liquid.

e

i

Air cortainswater vapor.

Evaporation

Condensation

Observing,hypothesizing,inferring

Observing,

inferring

Observing,inferring,controllingvariables

A. Fill a glass with coloredwater and ice cubes. (Use

food coloring or ink to

color the water.) Wait a

few minutes. What hashappened to the outside ofthe glass? Where did thedrops bf water come from?What proof do you have thatthey did not come frominside the glass container?

A. Rub a wet sponge over thesurface of the chalkboardand watch the film evapo-rate. Where does this watergo? Repeat with rubbing

alcohol. Can the childrensmell it after it evapo:.74

rates? What does thisimply?

A. Place ice in a glass ofwater and stir. Beside this

place another glass of waterwith no ice. Water droplets

will form on the outside ofthe glass which has ice in

it. No droplets will formaround the glass with no

ice. There is nearly alwayswater in the air which '''''

condenses upon cooling.

o

287 288141

o

O



5. State that a cloud is made upof tiny drops of water.

6. State that fog is a cloudnear the ground.

7. Identify cirrus, stratus,and cumulus clouds.

Clouds aremade ofwatervapor.

Relationshipbetween, fog

and clouds

There are dif-ferent typesof clouc17.

Observing,inferring

Observing,inferring

Observing,classifying,communicating

A. Rinse a milk bottle or anyjar with similar sized open-ing thoroughly in hot water.Put hot water in the bottleso that it is two or threeinches deep. Place an icecube on top of the bottle.Watch the cloud form.

1. How did tilt ice cubeaffect the water?

2. How are clouds formed?

A. Use 4A and ask the followingquestions:

1. What is fog called whenit is in the sky?

2. How does fog form?

A. Have the children make adrawing of the types ofclouds.

Have the children describehow the clouds look.

Discuss the three main typesof clouds.

28 29)0

toAREA: WEATHERGRADE: 4-6


8. Identify the continuous move-ment of water from the earth's

surface to the atmosphere andback to the surface of theearth as the water cycle.

291

Water cycle

,t

Observing,inferring

e 143

Cirrus clouds are white,feathery clouds. Cumulus

clouds are white fluffyclouds. Stratus clouds formlayers across the sky.

B. Have students classify theircloud pictures into thethree categories.

C. Use cotton and blue con-struction paper to make thethree types of clouds.

A. Bring water in a tea kettleto boiling so steam is ris-ing from the spout.

Put ice cubes into pan ofwater to cool water. When

steam is rising from kettle,hold the pan of ice waterover the spout so steam fromspout will strike the bottomand the sides of the pan.

292


.

COMPETENCY/PERFORMANCEOBJECTIVE CONCEPT PROCESS SKILLS -SUGGESTED ACTIVITY

A

293 144

The steam from the kettle,upon striking the cold pan,is cooled and condenses toform droplets of water onthe outside of the pan.These droplets collect andfall from the pan likefalling rain from the cloud.Water, when heated, rises inthe focm of vapor into theair.

Upon striking cool air, thevapor condenses into tiny .

droplets of water or mois-ture. These dropletscollect upon particles ofdirt in the air to formclouds.' When condensedfurther, this moisture fallsfrom the clouds in the formof rain.

B. Teacher should encouragechildren to infer that thisprocess forms a cycle and,therefore, is called thewater cycle. -

CC CP1-17'r----L-L_LfmCIOL.406

2/

preu 101 fa(or.

aria

sect294



.-A

9. Identify the various formsof precipitation (rain, sleet,snow, hail).

10. Define weather.

295

1

Precipitationoccurs inseveral forms.

Weather is thecondition ofthe atmosphereover a shortperiod oftime.


Observing,inferring,operationallydefining,

communicating

145

Have students illustrate andexplain the water cycle.

A. Review water cycle activity8B.

B. Identify the various formsof precipitation: rain,

drizzle, sleet, snow, hail.

Teacher information: Theseare all forms of precipita-tion because they all fallfrom the atmosphere.

Note: Dew, frost, fog, andclouds are forms of condensa-tion, not precipitation.

A. Have children watch a TVweather report. Discuss inclass:

1. What does a weathermantalk about?

2. What things make up aweather report?

3. Is weather the same inill places at the sametime?

4. Is the weather alwaysthe same in the sameplace?

296

AREA: WEATHER

GRADE: 4-6


297

5. What causes changes inweather?

B. 1. Urge children to observeweather conditions forseveral days at schooland on the way to andfrom school

2. Have children find wordsthat describe theweather: cloudy, warm,cold, wintry, sunny.

C. Make a weather clock bycutting a large circulardisc, from a stiff cardboard.Divide the clock face intosections and let childrenselect words from their listto place in the varioussections. Fashion two clockhands and attach them withbrass fasteners. Urgechildren to suggest how theweather clock might be used.

1. If we set our clock inthe morning when we cometo school, will it becorrect all day?

2. Why do we need two clockhands?

146 298

eAREA: WEATHERCRAtE: 4-6


299

.

147

D. Pave children find picturesof different kinds ofweather and describe theweather shown.

1. What can you tell aboutthe weather by lookingat the picture?

2. Is the wind blowing?3. Can you tell if it is

hot or cold?4. What else can you infer

from the picture?

E. Have students collect theweather reports from thenewspaper for a period oftwo weeks. Students shouldmake charts similar to thefollowing to use in recording the information theyhave gathered from thesereports.

Make six columns on a sheet ofpaper. In the first column putthe date. In the other columnput the following: hightemperature, low temperature,humidity, rainfall, conditionof sky.

300



11. Tell the name of the instru-ment that measures changesin air pressure.

A barometermeasureschanges inair pressure.

Measuring,observing,inferring,

communicating

Sunny s,(5°:,,

"Partlycloudy

'Mostlycloudy

Overcast 0

Use the chart to help observechanges in weather conditionsover a period of time.

DateHigh Temp.

LoW.Temp.Hum.

RainfallCond. of Sky(Weather Record for one week)

A. Can you make a barometer?

TIN CAN BAROMETERThe tin can barometer can beLsed to measure changes inair pressure.

Materials: One tin can, abroom straw or soda straw, a

301 30248



303'149

rubber band, a piece ofsaran wrap (large enough tocover the top of the can), apiece of scrap paper, and apaper clip.

Construction:

1. Place saran wrap overthe top of the tin canand hold tight with therubber band.

SOtOCA nrubi, wrapband

424a) c6c1

2. Wrap the paper aroundthe can so part of it is ,

higher than the top ofthe can, and staple inplace.

304

AREA: HEATHER

GRADE: 4-6


305 150

3. Attach straw to the

. middle of the saran wrapwith glue or tape.

4. Mark the position of thestraw on the paper witha paper clip and watchto see if the strawmoves up or down.

Have a child record fromtelevision or newspaperthe exact barometricpressure each day for

one week.

306


COMPETENCY/PERFORMANCE WJECTIVE CONCEPT PROCESS SKILLS SUGGESTED ACTIVITY

3 'J 7151

How do the barometer readingscompare with those recorded fromthe television and newspaperover a period of several weeks?

How can you explain anydifferences observed?

After listening to weatherreports on radio and TV, youhave learned that an areaof high pressure often meanswhat kind of weather? Low

pressure? How well did yourbarometer forecast the weather?

B. Barometer

Materials for 4-5 pupilteam:

Clear glass soda pop bottlesColored waterPan or bowlPaperTwo drops of oil

Procedure:Fill the bottle about three-fourths full of coloredwater. Cover the openingtightly and turn the bottleupside down with its neckunder the water in e pan.

3 0d



0

309

I

152

Remove the covering andsupport the bottle over thewater.

Cav C

PC'e'

Questions:

1. How do you think thelevel of water in thebottle will change dayby day?

2. What reason do you havefor your prediction?

C

clay 0 r pig e soc wood

C. Discuss the fact that thebarometric pressure or-theoncoming weather changes cansometimes be sensed by

. individuals.

Can an aching knee orshoulder really mean a stormis coming?

What other ways have youheard that changes in airpressure affect the weather?

310

, AREA: WEATHERGRADE:' 4-6

S


12. Tell the name of the instru-ment used to measure rain-

fall.

Rain gttuge Observing,inferring,measuring,predicting,interpreting data

311153

0

SUGGESTED ACTIVITY

A. Obtain a large kitchen fun-nel and a glass jar whosemouth has exactly the samediameter as the rim of the

funnel. Pour exactly 1centimeter of water into thejar, using a ruler to get

--the-exact depth.

Pour this water into a nar-row bottle such as an olivejar. Place a strip of paperabout 12 millimeters wideagainst the side of thenarrow bottle, using stripsof cellophane tape to holdthe paper in place. Make amark on the strip of paperto indicate the centimeterof water and label this mark"1 centimeter of water."Measure the distance fromthis mark to 4ilw bottom ofthe water in the jar; usethis distance to makeadditional marks on thepaper, each mark accountingfor another centimeter ofwater. Now divide the spacebetween each mark into 10smaller marks so that eachmark represents 1/10 cm of

water. Empty the narrowbottle.

312

AREA: WEATHER

GRADE: 4-6


Put the narrow bottle in alarge can so that the windwill not blow*the bottleover during a rainstorm.Put the funnel in the neckof the narrow bottle andplace the can in an openarea. The funnel willcollect the rain and send itinto the narrow bottle,where the amount of rainfallcan be measured.

Measure and record the rain-fall using your rain gaugefor a peripd of two weeks.

Prepare a graph to show thedaily rainfall in r area

for two weeks.iNomwe Emil MNMmi OM MEIIliM MNEMS

In7nwN

=bcm

=MUM11.1ENINImmumniiimmilimIlmsow1.11.

MIMI

MIMN 1111MMI1111 11111111111111111111

MOMMEM"

milmmimmIMIN=11111111=ii=(.4.-

5ce.A.

cmcmOnl

Da

momMUM 111111111111111111111111111M NM =III MIR=I OMNI I= MI =MIMI NMI VIM MN =NMIIIIIIIMMIIMIIIIIIIIIIIIIM1111111111111111M1=111111111

IIMITICINCEIMAYMMICompare your results with ,

the results of the weatherservice reports in yourarea. (NOTE: Rainfall may

314313



13. Identify humidity as theamount of water vapor inthe air.

Humidity Observing,inferring,measuring,communicating

A.

315.155

be measured and reported invarious locations near whereyou live by the weatherservice or TV and radiostations.)

Have children slowly addsmall pieces of ice to atin can or glass half filledwith water, stirringregularly with a thermo-

meter. Measure the tempera-ture at which a thin film ofwater appears on the sidesof 'the can. Be careful notto breathe on the sides ofthe can when watching fordew to form. The watervapor in your breath mightcondense on the sides of thecan and provide inaccurateresults.

316

AREA: SOLAR SYSTEMGRADE: 4-6

COMPETENCY/PERFORMANCEOBJECTIVE


1. Define the solar system.

I.

317

CONCEPT- PROCESS SKILLS SUGGESTED ACTIVITY

The solar system is made upof the sun andthe objectsthat movearound the sun.

Observing)

communicating,operationallydefining

A. Give students certain"solar system" titles.Let some act out stars,moons, planets, etc.Have them act out andlabel the solar system.This could be a playgroundactivity.

B. Have students buildmodels of the solar systemusing a variety of items.

Materials needed: Grapefruit, apple, marbles,basketball, beans, peas,grass seed.

The sun will be representedby a ball that is a littlelarger than a basketball setup in a model:

156 318



ti

2. Distinguish between rota- Rotation and

tion and tevolution. revolution

c

31

ing,

predict ing

157

Mercury - a grass seed, 25 mfrom the ball

Venus and Earth - a bean 50m and 70 m from the ball

Mars - a small pea, 100 mfrom the ball

Jupiter - a grapefruit 321 mfrom the ball

Saturn - an aile, 643 mfrom the ban

.

Urantis - a marble, 1;287 mfrom the ball

Neptune - a little largerthan Uranus, 1,931 m fromthe ball it

Pluto - a small pea, 2,574 mfrom the ball

This model shows why it isdifficult to build a scalemodel.

A. Have two students assume theroles of the sun and the

320

4


COMPETENCY/PERFORMANCE OBJECTIVE CONCEPT PROCESS" SKILLS

3. Define eclipse as the block-ing of light from the sunby the moon or earth..

321

Eclipse

/-N


SUGGESTED ACTIVITY

earth. As the sun remainsstationary the earth wouldwalk around the sun, spin-ning as he/she goes.

,-,

A. Activity:

1. Have a lamp to representthe sun, a ball torepresent the moon'anda globe to represent theearth.

.2. Hold the ball`' between1 the lamp and the globe

so that a shadow of theball is cast on theglobe.

3. Students are able toobserve the shadow onthe globe and identifythe occurrence as asolar eclipse.

4: To show a lunar eclipse,hold the Pall about 60 '

'cm (2 f t.,)- from that

side of the globe whichis not facing the lamp.

5. Students observe theball'in the shadow andidentify the occurrenceas a lunar eclipse.

r

322

r

-2...



4. Identify the solar system asa part of a larger group ofstars called the Milky WayGalaxy.

5. Identify a constellation asa group of stars.

323

Our solar sys-tem is in theMilky WayGalaxy.

A constellationis a group ofstars.

Observing


hypothesizing

159

A. Locate the Milky Way on aclear moonless night as faraway from the lights of acity a4 possible. Binocu-

lars or a small telescopewill help.

B. Look for a picture of theGalaxy. Show the positionof the sun and the solarsystem in the Galaxy. Point

out the three spiral armsand discuss the differencesin the speed of the stars inthe Galaxy.

A. Observe how tie constella-tions seem to change theirpositons. Observe the posi-tion of constellations, suchas the Big and LittleDippers or Orion, early inthe evening and then laterin the evening. Theirpositions will have changed.This apparent change iscaused by the earth's rota-tion. Observe their posi-tion one night each week forfour weeks at the same timeeach night. Again, theirpositions will have changed.This apparent change iscaused by the earth'srevolution around the sun.

324

/


PHYSICAL SCIENCEr

4-6

325

AREA: SOUND

GRADE: 4-6



1. Explain that sound is pro-duced by vibrating matter.

2. State that sound travelsthrough solids, liquids,

and gases.

326

Sound isproduced byvibratingmatter.

Sound vibra-tions travelthrough solidsliquids, andgases.

Observing,

inferring

Observing,experimenting,

inferring

163

if

A. Pluck a stretched rubberband and listen to itssound. Observe the rapidback and forth motions--itsvibrations.

B. Put your fingers on yourthroat and say "ah." some-thing inside is vibrating- -something very much like therubber bands. ,These areyour vocal chords.

C. Place a thin, plastic, 12-inch ruler across the edgeof a table so that approxi-mately half of it protrudes.Hold it down firmly with onehand. Hear, feel, and seethe vibrations.

A. How does sound travel?

Materials for 2-3 pupilteams:

Large balloon, scissors,small can or cardboard tubefrom bathroom tissue, tuningfork, rubber band or string,salt or fine sand.

327

AREA: SOUNDGRADE: 4-6


328


Procedures:Using your scissors, cut asquare from a rubber balloonthat is larger than the'diameter of the can or tubeyou have. Stretch therubber square over the openend of the can or tube andfasten with a- string or

rubber band. Sprinkle some

salt or fine sand on therubber square.

Strike a tuning fork andYe hold it about an inch over

the top of the square as inthe figure shown.

-.1.LA nm t")

c)k

--rubbersquare

___ can or ube,


329



3. Compare and contrast howsounds travel throughdifferent media.

330

Sound cantravel throughsome mediabetter thanothers.

Observing,classifying,inferring,

communicating

165

1. What did you observe?2. How close must the

tuning fork be to causethe change in the salt?

3. What does this showabout sound?

4. From your observations,how does sound travel?

5. Does sound travelthrough air?

6. How?

A. With a pencil, tap lightlyon different objects todetermine which carry soundwell.

Complete the followingchart:

Objects Good Fair Poor1. Desk2. Window3. Book4. Hand

5. Clothes6

7.

8.

9.

10.

331


' COMPETENCY/PERFORMANCE OBJECTIVE CONCEPT PROCESS SKILLS SUGGESTED ACTIVITY

4. Tell the word that means thehighness and lowness of sound.

5. Identify sounds (noise) thatcreate problems in our envir-onment.

332

Pitch is the Observing,

highness or inferring,

lowness of classifying,

sound. communicating

Problems of Observing,

noise pollu- inferring,

tion classifying

166

B. Have\studenta constructtelephones using paper cups

and strings. Repeat usingdiffereUt materials such asplastic ctps and wire.,Compare ana contrast each.

A. Have a boy and a girl speakat the same able and haveother members listen fordifferences in pitch betweenvoices.

B. Have children blow throughdifferent length's of drink-

ing st1,1ws. Have themobserve the different levelsof sound produced whenchildren blow through thestraws.

A. Have students listen forsounds in their environmentthat they classify as noise.Make a list.

1. What were the sources ofnoise?

2. What problem(s) did eachnoise create?

3. How can we help reducenoise pollution?

333

AREA: LIGHTGRADE: 4-6

1.4



1. State that light travels instraight lines.

334

Light travelsin straightlines.

Observing, A. Make a long tube from paper.inferring, You will be able to lookcommunicating through it as long asthe

tube is straight. Light cantravel through the tube toyour eye. Bend the tube andyou will no longer be ableto see through it Why?

167

B. To reinforce the idea thatlight travels in straightlines, try the following:

1. Use a paper punch topunch holes through thecenter of three 3x5filing cards. The holesmust be in the exactsame spot on each card.

2. Stand the cards in clay10 'nil apart, one behind

the other. The holesshould be in a straightline.

3. Stretch a piece ofstring through all threeholes. Is the stringstraight? Can you seethrough all three holesat the same time?

335



2. Tell the name of the wordthat means the bouncingback of light.

e 336

Reflection


4. Move the center card sothat the holes areoffset at least 2 cm.

5. Carefully stretchthe string through allthree holes.

Is the string straight? Can

you see through all threeholes? Why not? The holesare not in a straight line,and light travels in astraight line.

Observing, A. Students blow a table tennispredicting, ball against a mirror toinferring, make it go into a cup thatcommunicating, is not in the direct fieldformulating of vision. This activityhypotheses should show that the ball

will bounce off of the mir-ror at the same angle itstrikes.

168

40

Ask the student to pr ?'lictwhich cup their ball willenter. Where should he aimto hit each cup? How musthe aim the ball to hit the

337

AREA: LIGHT

GRADE: 4-6


338 169

SUGGESTED ACTIVITY

.0°°14.5

a Per

6104 40-A t?41% S 6Note: The cups shouldbe evenly spaced and themirror placed midway betweenthe two end cups.

B. Cover the end of a flashlight with black paper.Then cut a narrow slit inthe paper. It should gofrom the center to the outeredge.

Fold a piece of paper inhalf. Open it and place itin front of a mirror.

339

AREA: LIGHT

GRADE: 4-6


340

Shine a beam of light across thepaper to where the fold meetsthe mirror. Ask the students topredict before they shine thelight on the mirror where thepaths of light will look alike.

mirror

The students should be able toinfer that when light strikes areflecting surface, the angle atwhich it is reflected equals theangle at which it is struck.

341



3. Classify objects as opaque,translucent, or transparent.

sly

342

Objects can beclassified astransparent,opaque, ortranslucent.

Observing,classifying,inferring,definingoperationally

171

A. Introduce the words trans-parent, translucent, andopaque. Find out if thechildren know what theymean.

Materials needed: 1 square

of cardboard, 1 piece oftransparent tape, 1 piece of

masking tape.

Procedure:

1. Have the children holdup the cardboard to thelight. Ask: It is

transparent, translu-cent, or opaque?(opaque)

2. Punch two holes in thecardboard with yourpencil.

3. Label the holes (1) and(2). Cover hole (1)with transparent tape,and cover hole (2) withmasking tape.

( \ 0)( I ) CZ. )

343

AREA: LIGHT

GRADE: 4-6


344 172

Is tape (1) transparent,translucent, or opaque?What about tape (2)? Canyou make tape (1) translu-cent? Can you make tape (2)opaque? If so, how?

B. Make a chart with three col-umns. Label your columnswith the words "translu-cent," transparent," and"opaque." Down the side ofyour chart, write the namesof these materials: Clearplastic'wrap, black ,con-

struction paper, whiteconstruction paper, block ofwood, piece of waxed paper,piece c,f window glass.

Hold each piece of thematerial in front of aflashlight. Observe andrecord what you see after

345



4. Tell the name of the wordthat means the bending oflight rays as they pass fromone medium to another.

346

Refraction Observing,predicting,inferring,communicating

173

each of the materials istested.

Trans- Trans-Material parent lucent Opaque

PlasticWrapBlackPaperWhitePaperBlockof WoodWaxed

PaperWindowGlass

A. Use a glass container and apencil. Predict what happensto the pencil as you cHangeyour position of viewing thepencil.

Stand the pencil in thewater with the eraser abovethe waterline. Then observethe pencil at differentangles and pOsitions. Havethe students bend down so

347



their eyes are at waterlevel, and look. Look atthe pencil from above.

348

Infer why the pencil seemsto change shape as youchange your position.

B. Hold a page in a book behinda glass. Look at the printwhen the book is held close.to the glaSs. How does it

. look? Now hold the bookseveral inches from theglass. How does it looknow?

Look at the same page with amagnifying glass close tothe page. Then move themagnifying glass fartheraway and observe.

When you held the book printclose to the glass, whatseemed to happen? Whathappened to the print whenyou moved the book fartheraway? (Letters are smallerand reversed.) When youlooked at the print through ,

349

oAREA: LIGHTGRAPE: 4-6


5. Distinguish between concaveand convex mirrors.

350

Differencesbetween con-cave and con-vex mirrors

Observing,predicting,inferring,classifying

175

the magnifying glass, did itlook the same as through theglass? (It should have beenthe same.)

A. Predict how images are pro-jected by a concave mirror.Use a long strip of reflec-tive metal, such as an icingspatula.

Materials:

Reflective metal that can bebent to form a concavesurface or a convex surface

Place a candle between apaper screen and a concavemirror. Diagram the imageas it appears on the screen.

5 c.reen can 40_,

Note: The image isinverted.

351

concovnerror



6. Distinguish between concaveand convex lenses.

352

Differencesin concaveand convex

a

Observing,inferring,classifying,

predicting

*7

B. Predict how an image will bereflected by a convex mirror.

Place a pencil in front of aconvex mirror. Diagram howthe image is distorted.

1 CNote: The reflected image

of the pencil appearsto bend outward.

A. Simple convex and concavelenses can be made withwires and water. Use apiece of thin wire abouteight cm long. Wrap oneend of it once around apencil point. Make as per-fect a circle as possible.About five mm across is agood size.

04-*

353



354177

Put a drop of water on theloop. Predict what willhappen to printed words asthe lens is held over them.

Note: They will be usingconvex water drops. The

words would be magnifiedbecause the drop is thickerin the center than at theedge.

Again get a thin film ofwater on the wire loop.Wipe your finger acrossethedrop to remove part of thewater. When enough water isremoved the drop will becomethinner at the center thanat the edge. Predict whatwill happen to printed wordsas the lens is held overthem.

Note: They will be usingconcave lens. The wordswill be reduced because thelens is thinner in thecenter.

Convex Concave

355

AREA: LIGHT

GRADE: 4-6

.:,


410

563

1

r

,

a

Concave: Curved or roundedinward.

Convex: Curved or roundedoutward.

Have the students observethe shape of convex dropsand concave drops carefully.Then infer why the convexlens magnifies and the'concave lens reduces.

178 3570

,I

AREA: COLORGRADE: 4-6



1. State that white light is amixture of all colors.

2. List the colors of whitelight in sequence--red,orange, yellow, green,blue, indigo, violet.

3. Compare the colors of thespectrum of white lightwith those of the rainbow.

358

White light iscomposed ofdifferentcolors.

The colors ofwhite light

Colors of thespectrum arethe same asrainbowcolors.


communicating


communicating

Observing,inferring,predicting,formulatinghypotheses

173

A. Use a prism to make thespectrum on the wall orceiling. Have the childrenlook at th colors and ex-plain that white light ismade up of all the colorsin the spectrum plus somelight rays which we do notsee. The prism breaks thelight up into the colors ofthe rainbow.

A. Refer to activity 1A.

"7"..7

A. Place a picture of a rainbowon the wall. tave childrencompare the colors (andorder of colors produced bya prism).

B. Ask the students to predictwhat will happen to sunlightas it passes through(refracted) a prism or glass

359

AREA: COLORGRADE: 4-6

4

4 .0

PROCESS SKILLSCOMPETENCY /PERFORMANCE OBJECTIVE

360411

CONCEPT SUGGESTED ACTIVITY

180

of water and is proj,,ected

z. onto white paper. , k

e COM6Aer$641144rr Call 01, wixies.

LiNote: The students shoulduse direct sunlight ifpossible, and the whitepaper should be placed in ashaded area. A flashlight'or projector will work asthe source of light.

Ask the students to use'their observation to formu-late a hypothesis about howrainbows are formed.

361

1

AREA: MAGNETISM AND ELECTRICITYGRADE: 4-6



1. State that certain parts(like poles) of a magnetrepel each other whilecertain parts (unlike poles)attract each other.

362

Like polesrepel; unlikepoles attract.

PROCESS SKILLS


181

SUGGESTED ACTIVITY

A. Have stu nLts place two mag-

nets ab u ja foot apart on atable. Slowly move one mag-net toward the other. What

happened?,

B. Tie a string around themiddle of a bar magnet. Let

the magnet hang in the airby holding the string.

Hold the second bar magnetin your other hand and bringit close to the firstmagnet. What happens?,/

Turn the magnet around andtest each side of themagnets. ASK: Did themagnet on the string reactin the same way as youtested each side? Why not?How can you explain results?

C. Pour iron filings on paperthat is covering two barmagnets. (The paper andmagnets may be placed on anoverhead projector.)

Have the students draw thepattern that is observed.

363



182

364

The students should makeinferences to explain therepulsion and attraction ofthe filings.

et%

44+naci 441=.4 repel

D. Identify the North and SouthPoles of a magnet using theknown poles of anothermagnet.

E. Give students a group ofmagnets. Be sure that onlyone of the magnets has thepoles marked. Ask childrento test each magnet'againstthe one that is marked toidentify the poles of theunmarked magnets.

NOTE: Review Objective 1before yqu begin thisactivity.

365

AREA: MAGNETISM AND ELECTRICITY

GRADE: 4-6


2. Define North and South Poles.

366

North magneticpole pointstoward northgeographicpole;

South magneticpole pointstoward southgeographic pole.

PROCESS SKILLS

Observing,

inferring,communicating,operationallydefining

183

SUGGESTED ACTIVITY

A. Can you make a compass?

Materials for 2-3 pupilteam. Container made ofglass or china; sewingneedle, bar magnet, corktop, or 1/4 inch slice ofcork disk from a pop bottlecap; water, teaspoon ofdetergent, knife, compass,string.

Procedure:Fill the container about 1/2full of water and gentlystir in about a teaspoon ofdetergent. Using a knife,cut a shallow groove acrossthe top of a cork (to keepthe sewing needle fromrolling off). Hold theneedle and stroke it 40-50times from its blunt end toits point with one end ofthe magnet. Put the needlein the groove of the corkand place the cork in thewater, as in figure below.

cork

367


GRADE: 4-6


368 44

SUGGESTED ACTIVITY

In what direction will theneedle point? What did youobserve?

Repeat the activity; thistime stroke another needleas before but with the otherend of the magnet.

Is the blunt end of theneedle pointing in the samedirection as before?

How can you explai.i anychange of direction?

Observe the needle of acompass.

In what direction is itpointing?

What do you think the needleof the compass is made of?

B. If a bar magnet is hung soit can swing freely, in whatdirection will the endspoint? (See figure below.)

36;)



3. Explain that by 'rubbing twodifferent kinds of materialstogether, static electricitycan sometimes be produced.

370

Staticelectricity

Observing.inferring

185

SUGGESTED ACTIVITY

Tie a string around themiddle of a bar magnet.Suspend the magnet in theair. It should now be afreely moving magnet. It

will spin and turn for a fewminutes. When the magnetstopped moving and turning,what direction did it point?Use your compass to help youdetermine the direction themagnet is pointing.

Did the north end pointtoward the north of theearth?

Did the south end pbinttoward the south (if theearth?

Have children describe theNorth and South poles of amagnet in their own terms(e.g., north magnetic poleis the pole that points tothe north geographic pole of,the earth). ,

A. Rub a hard rubbar combbriskly with wool cloth.The comb will pick up smallbits of paper.

371


GRADE: 4-6


4.' Diagram a complete circuitconsisting of a dry cell,a bulb, and one wire.

5. Identify when a circuit isopen and when it is closed.

Circuit

Open andclosedcircuits


Observing

E,

B. Rub a blown-up balloon witha wool cloth, and put theballoon against the wall.It will stick to the wall.

Electrons are rubbedoff the wool onto theobjects, charging theobjects negatively and thewool positively.

A. Let each student use a bulb,a dry cell, and one wire toattempt to light the bulb.

8016

Saike.r/

ire.

A. Let groups of students wirea simple circuit with abulb, battery, switch, andwire. N9te that a closedknife switch "closes"(completes) the circuit, andan open switch "opens" orbreaks the path. Anydisconnected terminals mayalso act as a switch.

Bulb

Uktr ty.:Actl

372 373 410



6. Distinguish between conduc-tors and nonconductors

. (insulators).

lo

)

374,

CONCEPT

Conductorsand non-conductors


Operationallydefining,

experimenting,observing,

classifying,inferring,predictilg

187

:

1

A. Materials needed: 3 drycells; 1 bulb holder; 3 cop-per wires; box containingmany different kinds of '

small objects.

Build the circuit below:

Will the bulb light when anail is put into the cir-cuit? Try it? Take thenail ouZ of the circuit.One at a time put each ofthe materials in your box inthe circuit. Before youtest the objects, predictwhat each will do to yourbulb. Put your predictionsand observations in thechart below. If the bulbdoesn't light, you might tryadding more dry cells to thecircuit.

,ThuTensi_wErtitaittrill". What" ii0 Mat44654167. w. 7

375


GRADE: 4-6

COMPETENCYPERFORMANCELCTIVE

376


Look at the materials thatallowed the bulb to light.How are they/alike? Look atthe materia]4 that did notallow the bUlb to light.

Haw are thy alike?

00-1 /Teacher Information:In testing a large number ofobjects, children willobserve, record, and clas-sify these objects into twogroups based on whether thebulb lights or does notlight. This strategy(inductive or guided dis-covery) should lead thechildren to the concept ofconductor and nonconductor(insulator). The introduc-tion or invention of theseterms should come at the endof the lesson, usually bythe teacher.

a

Children should infer thatmetal objects are goodconductors. This lessonprovides an opportunity forchildren to observe thatother kinds of wire (besidescopper) can conduct elec-itricity.

377



o

CONCEPT PROCESS StILLS

7. Diagram a series circuit. Series circuit

378

Communicating,observing,inferring,predicting

189

SUGGESTED ACTIVITY

Remind children not to stickwires into electricaloutlets or light switches.Metal objects covered byinsulators, e.g., paint,provide challenges forchildren.

A. Materials needed: 1 battery;2 bulbs; 2 bulb holders; 3wires. * An old string ofchristmas lights can be agreat source for materials.

What to do: Using yourmaterials, make a circuitlike the one in picture A.

Now add one more bulb in abulb holder to the circuit.When one bulb is unscrewed(or burns out), the otherbulb should also go out.

3794

,,AREA: MAGNETISM AND ELECTRICITYGRADE: 4-6

.

COMPETENCY /PERFORMANCE OBJECTIVE

N.

/

0 380

CONCEPT

190


Try it! Draw a picture ofyour circuit (B).

Draw lines on the abovecircuits (A and B) showingwhere the electricitytravels. Use a crayon orpencil. Compare circuit Awith circuit B. Which

circuit had the brighterbulbs, A or B?

How can you explain thisobservation? .

In circuit (B), do bothbulbs burn equally bright?How can you explain thisobservation?In circuit (B), why does onebulb go out when youunscrewed the other?What do you predict willhappen to the brightness ofthe bulbs as more bulbs areadded to the circuit (B)?Try it!

381


GRADE: 4-6

COMPETRICY/PERFORMANCE OBJECTIVE CONCEPT PROCESS SKILLS SUGGESTED ACTIVITY

382191

What did you observe?Sup ?ose you had a string of

Christmas tree lights'connected like circuit (B).

What would happen to thebulbs when one of the bulbsburned out? What wouldhappen if the appliances inyour home were arranged -likethe bulbs in circuit (B)?

Teacher information:This activity should leadchildren to the introductionof the term "series cir-cuit." When bulbs areconnected in series, all theelectric current flows 4,through each bulb when'-the

circuit is closed. If

identical bulbs are used,each bulb in circuit (B)will receive one-half thevoltage from the dry cell.Thus, each bulb' in (B)will receive 0.75 volts froma 1.5 volt dry cell.Therefore, each bulb willappear dimmer than one bulbin the same circuit (A). If

one bulb is disconnectger(or"burns out") from the

383

AREA: MAGNETISM AND ELECTRICITY,GRADE: 4-6


O

384

CONCEPT PROCESS SKILLS SUCVESTED ACTIVITY

circuit, both go out becausethere is no longer a com-plete path for the cutrent--the circuit'is broken. If

children have difficultybuilding their circuit, tryto diagnose their problemand guide them to success.

One group (who perhapsfinished first) could drawcircuit (B) on a largerpiece of river for laterdisplay and reinforcement ofthe concept of "series"circuit. This lesson is.'ten taught by initiallyprOviding children with apicture of circuit "B" andasking them to use theirmateria]s to reproduce itand verify its "properties."Although it will save youtime, this procedure willprobably not be as highlymotivating for your childrenas it does net involve theresolution of a., problem.

Rather, it involves simply averification of a given

t concept.

385

AREA: MAGNETISM AND ELECTRICIT-GRADE: 4-6


8. Diagram a parallel circuit. Parallelcircuit

PROCESS SKILLS

Communicating,observing,inferring,predicting

4

r)

SUGGESTED ACTIVITY

A. Materials needed: 1 bat-

tery; 2,bulbs; 2 hulbsholders; 4 wiresWhat to do: Using yourmaterials build a circuitwith 2 bulbs in it. .Thistime when one bulb isunscrewed (or burns out),the other bulb should staylit. Try it! Draw apicture of your circuit.

Draw lines on the pictureof your circuit showingwhere the electricitytravels. Use crayon orpencil. Do both bulbs burnequally bright?

How can you explain thisobservation?Unscrew one bulb so it goesout.

How can you explain thisobservation?What do you predict willhappen to the brightness ofthe bulbs as more bulbs are

,

386 3 8 7193

, r;;


GRADE: 4-6

COMPETENCY/PERFORMANCE OBJECTIVE CONCEPT PROCESS SKILLS "-SUGGESTED ACTIVITY

;

0 388

"...,,,..%.

I.

194e

. f;

added to the circuit?Try it!What did you obserye?Suppose you had a string ofChristmas tree lightsconnected like your picture

above.What would happen to thebulbs if one "burned out"?

Teacher information:This activity should leadchildren to the introductionof the term "parallel"`circuit. When bulbs are .

connected in parallel, theelectrical current branchesoff, and only part of thecurrent goes through each

bulb. Each bulb can, there-fore, operate independentlyso that if one bulb isdisconnected (or burns out)from the circuit, the cir-cuit is not broken and theother bulb(s) continue tolight. The children shouldobserve that the second bulbin their circuit is asbright as the first bulb.Each bulb receives the fullvoltage of the dry cell (1.5volts).

. 389

AREA: MAGNETISM AND ELECTRTCITYGRADE: 4-6

COMPETENCY/PERFORMANCE OBJECTIVE CONCEPT PROCESS SKILJ.S SUGGESTED ACTIVITY

9. State that electricity canbe used to produce magnetism.

Electricityproducesmagnetism.

Observing,

inferring,predicting

A.

A good example of a parallelcircuit is the double strandsetof Christmas treelights. All house circuitsare wired in parallel sothat all aRpliances andlights can be turned on andoff separately withoutbreaking the circuit.

Students can make an elec-tromagnet by wrapping aninsulated wire around alarge iron nail or rod andattaching the bare ends Ofthe wire to one or more drycells.

Electromatinet

hail

ihSullaied Wtre.

Test the electromagnetwith tacks. Vary thenumber of dry cells andcompare the number of tackspicked up by the electro-magnet in each case.

390 391195

ry

AREA: SIMPLE MACHINESGRADE: 4-6



1. Identify and explain thefunction of simple machines.

392

Simple machinesare levers,inclined planesscrews, wedges,pulleys, andwheels andaxles.

Simple machinesmake it pos-sible to do

work withless effort.

PROCESS SKILLS

Experimenting,observing,inferring,

measuring,interpreting data

196

41)

SUGGESTED ACTIVITY

*Appendix on measuring weightand measuring length may behelpful prior to the followingactivities on simple machines.

. Have several simple machinesavailable: levers (claw,hammer, can opener, scis-sors, spoon, shovel, (nut-cracker); inclined planes(board on block, screw,wedge); pulley systems withdifferent mechanical advan-tages.

Allow students to attempt tocrack a nut with hands; thenuse a nutcracker; attempt topull out a nail without ahammer, then with a hammer;hold up a rock at a certainheight without an inclinedplane, then with an inclinedplane; pick up a 1000 g masswithout a pulley, then withdifferent pulley systems.

Construct different stylesof levers and demonstrateways they help in doing

393



2. Tell the name for machinesmade of two or more simplemachines and give anexample.

394

Simple machinescan be found asparts of manycompoundmachines.


predicting,classifying

197

SUGGESTED ACTIVITY

work. Show three parts of alever--weight, force,fulcrum.

weight .Force4u3cran,

First class lever--Use clawhammer and screwdriver totake lid off can, etc. Make

a first-class lever withmeter stick, block, and mass

as shown.

A. Have an array of tools orpictures of tools and havestudents point out simplemachines involved.

Examples:

Levers--Hammer, pop bottleopener, see-saw, pry bar,forearm, wheelbarrow, nut-cracker, tweezers, spoon.

Inclined planes--Screws,actual inclined planes,wedge, teeth, knife, fork,etc.

395

AREA: SIMPLE MACHINES

GRADE: 4-6


198

396

Pulleys--Flag pole, crane

Compound machines--Scissors- lever and wedge; pencilsharpener - wedge, screw,Wheel.

Second-class lever--Usenutcracker wheel barrow.Show parts of lever.

fulcrial\ wei5 t

rc.C.

(riukrachr) k+

ir

rce.

T 4 orce

fulcrum

9114

Make second-class lever as

shown.

Third-class lever -Tweezers, sugar tongs,forearm.

-tA\c.run, -Corc e. We1564

CT61 ee. zer

wei964-

"Culcrum -c-orce,

397

p



398199

Make a third-class lever asshown.

Lift books with forearm as athird-class lever.

B. Demonstrate how inclinedplanes help in doing work.

Tie a heavy cord around alarge book (dictionary).Lift bundle with springscale (calibrated inmetric). Place on top ofinclined plane. With a6-foot-long board, pullweight to top. Comparereadings on spring scale.Repeat with 3-foot board.

Show that a wedge (knife) istwo inclined planes puttogether.

C. Demonstrate how the screwhelps in doing work.

Cut a paper right triangle.

IL

399


GRADE: 4-6

COMPETENCY/PERFORMANCE OBJECTIVE C1NCEPT PROCESS SKILLS SUGGESTED ACTIVITY

4U0 200

Notice that one side is an

inclined"plane. Make blackline along the edge of an

ii)clined plane. Wrap a

tLiangle around a pencil toshow that an inclined planeis the same as threads on ascrew.

With two jars, one withscrew-type of top and onethat isn't, let childrensee which is easier to open.

D. Demonstrate how the wedgehelps in doing work.

Show that a wedge is twoinclined planes.

Ask students which teeth areused to bite their sandwich,front or back. Point outhow front teeth are like a

wedge. Let them cut some-thing with a meter stick,then let the teacher cut itwith a knife.

401

:1=111


GRADE: 4-6


402 201

E. Demonstrate how pulleys andv,heels and axles help indoing work.

I. Set up pulleys asfollows:

With spring scale attachedto free end of cord, showhow force needed to lift 1

403


GRADE: 4-6


kg mass changes and makeswork easier.

I

404

, 2. Wheel and axle--placeseveral heavy books ina box and pull themacross the floor using a

spring scale. Eitherplace pencils under thebox and repeat or putthe books in thewagon and pull to showhow wheels decreaseforce needed.

202 4050'

, AREA: MATTER

GRADE: 44

CORPETENCYIPERF CE OBJECTIVE


1. Distinguish between mass and

weight.

4 °6

CONCEPT

Mass andweight


Defining opera-tionally

203

A. Have children compare themass and weight of a book,on earth and in space.

On the earth it has mass (somany molecules make up thebook). It also has weight(because earth's gravity ispulling down on the book).

If you take the book inspace, it still has mass- -the number of book moleculeshas not changed; but it nolonger has weight. It is

too far from the earth forthe earth's gravity toaffect it. If I let go ofthe book, it will staysuspended in space.

11111

Mass is the number ofparticles that make up anobject; weight is the forceof gravity pulling down onit.

Appendixes on measuringvolume, measuring weight,and graphing may be helpful

407ti

AREA: MATTERGRADE: 4-6


110

2. Define density. Density

40$,

Observing,experimenting,defining opera-tionally, measuring,controlling vari-ables, interpretingdata, using numbers

204

A.

prior to the followingactivities on density.

The density of an object isthe mass, in grams of 1 ml

of the object.

Part 1: Measure the volumeof marbles by measuring theincrease in the water level.

The students will use agraduated cylinder filledwith 50 ml of water and fivemarbles of the same size.

Place one marble into thegraduated cylinder. Record

the rise in the water leve(the rise will be the vme

. of the marble). Continueadding marbles until allfive marbles are in thecylinder.

Volume of MarblesNumber ofMarbles

Volume of Marblesin Milliliters

0 0

1 5

2 10

3 15

4 20

5 25

409



410 205

Coo

yo

Key Questions:.

What happens to the waterlevel as more marbles areadded? Why did the waterrise higher?

Have children label eachaxis of their graph. The

horizontal, or x-axis, isfor the manipulated variable(number of marbles).

The responding variable isthe variable that thestudents measured (volume,in milliliters).. It isplaced on the vertical, ory-axis. The numbers on they-axis will vary dependingon the volume of theirmarbles.

Volume o-C Marbles

0 1 2 3 4

Number of Marbles

411


COMPETENCY/PERFORMANCE OBJECTIVE CONCEPT PROCESS SKILLS 'SUGGESTED ACTIVITY

II.

N._

412 o

Record the observations fromtheir data charts onto thegraph.

Part 2The students then find themass of the marbles. Use a

balance to find each mar-ble's mass in grams. Findthe mass of one marble, twomarbles, three marbles, fourmarbles and five marbles.Record the masses onto adata chart.

Mass of MarblesNumber Mass,of Marbles in Grams

0

1

2

3

4

5

413-$.



414207

They will then record their )bserva-tions on a graph as they did inPart 1.

MASS OF MARBLES

8070

60504030

2010

0

0 1 2 3 4

Part 3-

Have students record their volumesand masses onto a data chart. USe

their data charts from Part 1 andPart 2.

Mass and Volume of Marbles

Number Volume, Mass,

of in in

Marbles Milliliters Grams

0

1

2

3

4

5

415



I

416

,

208

111)

4.

Record their observation fromtheir data chart Mass and Volumeof Marbles onto a graph.

00 40

..41 Volume oc iittrixte.0

.a

A A

ID 50 4el bo

VOILIttla In Iiltlitets40 70

They may use the graph tofind the density of amarble.

NOTE:

The density is found byplotting the 'mass and volumeand then reading the mass of1 milliliter from the graph.

Density may also be found by.using a number sentence:Density equals mass dividedby volume, or,D = M-V.

e

417



3. List the three states ofmatter and state examplesof each.

418

States ofmatter

Classifying,

observing,'communicating,inferring

209

3

SUC(ESTED ACTIVITY

Students will classify sub-stances into solids,liquids, and gases as theypaste pictures from maga-zines and/or draw picturesdepicting examples of eachstate of matter using aseparate sheet of paper foreach group.

B. Activity: Demonstration onthe differences betweensolids, liquids, and gases

1. Solid: Student. will getas close os possiblewith very little move-ment,' demonstrating asolid with a definiteshape and volume.

' 2. Liquid: Students willhold hands, movingaround to form manydifferent shapes. Eachtime the chain is thesame length, thus thesame volume.

3. Gas: Students will drophands and move quicklyaround the room spread-ing out in all direc-

419

AREA MATTERGRADE: 4-6


Y

1

CONCEPT "PROCESS SKILLS SUGGESTED ACTIVITY

4. Tell the name for the smallestparticle Of an element.

e420

Atom Observifig,

inferring,communicating

210

II

.,

tions, demonstrating thatgases do not have adefinite shape nor adefinite volume. Point

out that since thestudents are not holdinghands, they could spreadinto the halls andschool yard at recesstime.

A. See Activity in 5A.

B. Students will identify thelocation of particles of theHelium atom by assuming therole of protons, neutrons,and electrons and physicallyform the Helium for the restof the class. Then studentswill state where most of themass is centered throughobservation.

A eStarn at-Otn

421



5. Name the three kinds of sub-stances into which all mattercan be grouped and explainhow each kind of matterdiffers from each other.

422

CONCEPT

Elements,compounds,and mixtures



experimenting

211

4

A. Activity: Relationships bet-ween atoms, elements, andcompounds.

Using colored gumdropsrepresenting different kindsof atoms and toothpicks tohold them together, studentswill make-models.

Establish a color code forthe atoms. An example isgiven below:

Carbon C (Black)

Oxygen 0 (Red)

Hydrogen H (White)

Nitrogen N' (Blue)

Construct models of thefollowing:

Carbon Dioxide: CO2

0 0\c/

423

,..



424 212

(This is a model of thecompound carbon dioxidecomposed of 2 differentkinds of atoms.)

Oxygen: 02

0 0

(This is s model of theelement oxygen composed of 2of the same kind of atoms.)

Water: H2O

(This is a model of thecompound water composed of 2

425

AREA: MATTER,GRADE: 4-6


426

BEST COPY AVAILABLE

213

SUGGESTED ACTIVITY

different kinds of atoms.)

Nitrogen: N2

(This is a model of theelement nitrogen composed of2 of the same kind ofatoms.)

Ammonia: NH3

I-I 14/N

(This is a model of thecompound ammonia composed of2 different kinds of atoms.)

. After performing the follow-ing activities, studentswill explain hOw each kindof matter differs from eachother.

Puzzle: Fits elements intocompounds

427

kl



/

SUGGESTED ACTIVITY

C. Using the 2 compounds formedin the puzzle activity,complete the activityforming and separating amixture.

Here is a way to see whathappens when two kinds ofmatter are mixed together.You will need a glass ofwater, a teaspoon, sometable salt, a small pan, anda hot plate.

Put two teaspoons of salt inthe glass of water. Stirthe water with the spoon.then set the glass down andlook for the salt. Do yousee the grains of salt? If

not, where do you think thegrains have gone? Now,

taste the water. How canyou tell that the salt isstill there?

Put the water in the pan.Heat it until all the waterhas boiled away. Let thepan cool and then taste thewhite matter that has beenleft behind. What do youlearn from the taste? Wheredo you think the matter inthe pan came from?

428214 429

0 II ,


e


6. Identify the correct symbolsfor the following elements:

H HydrogenC CarbonN Nitrogen0 OxygenS SulfurFe Iron

430

Chemicalsymbols


215

SUGGESTED ACTIVITY'',

A. Students will identify thecommon elements listed byplaying the element concern-tration game. Place theSymbols on one set of cardsand the names of theelements on another set ofcards.

B. Students will pick one ofthe elements listed (makingsure the list is exhausted)and write a report on itanswering as many of thesequestions as you can.

1. What is the symbol ofthe element?

2. How many protons, neu-trons, and electronsdoes the atom of yourelement ontain?

3. Who disc yered or namedthe elemeA?

4. Describe how the elementis usually found. (Is

it usually found as anelement,:compound, or ina particular state ofmatter?)

431



n

7. Recognize the chemical for-Mules for:

Water H,0Salt NgC1Carbon dioxide CO

2Ammonia NH

3

8. State the boiling point andfreezing point of water inboth degrees Fahrenheit anddegrees Celsius.

43?

Chemicalformulas

Boiling andfreezingpoints ofwater

216

Observing

Observing,communicating,measuring,inferring

SUGGESTED ACTIVITY

After the reports are sharedwith the class, studentsshould be able to identifythe elements and their

symbols.

A. Students will make a chemi-cal formula mobile made upof water, salt, carbon dio-xide, and ammonia writingchemical formulas on oneside of each card and thecommon name on the other side

as illustrated below:

Students will then recog-nize the chemical formulasfor the names.

A. Divide the children intogroups of three or four.Give each child a Celsiusthermometer, and give eachgrout a clear container ofcrushed ice. Ask t to

measure the temperatur of

the ice/water mixture hick

should he 0 degrees Celsius.If some of the ice melts, thechildren may get a reading

433

-



between 0 degrees C arid 5degrees C. As they reporttheir findings to you,record their readings on theboard. On the Celsius scale0 degrees is the temperatureof the freezing point ofwater. Ask what the roomtemperature is on theCelsius scale (about 20degrees C - 23 degrees C).Ask whether the room tempera-ture is always the same.Then they could record theroom temperature at dif-ferent times during the day.Then explain that roomtemperature may change, butthe temperature of ice isalways 0 degrees on theCelsius scale. You couldalso explain that 100degrees on the Celsius scaleis the temperature ofboiling water.

By using a thermometer whichhas a dual scale, Fahrenheittemperatures can also beobtained.

434 435217



9, Identify and differentiate Physical and Observing, A. Take a piece of paper and

between physical and chemical chemical communicating, cut it into pieces (physi-

changes. changes inferring, cal). Take another piece of

experimenting paper and burn it (chemi-cal). Discuss the results.

B. Using table sugar, taste it,then dissolve it in water.Taste it again. If time

permits, let the waterevaporate and taste theresults (physical). Place

sugar in test tube of waterwhich will be thrown awayafter the experiment. Heat

the test tube over a flameuntil all the steam isdriven off and a definitecolor change has occurred.Examine the results (chemical).

10. Identify and differentiate Acids, bases, Observing, A. Observe how different

among acids, bases, and neutral sub- inferring, liquids or substances affect

neutral substances, stances predicting, a bromthymol blue (BTB)

defining solution or litmus paper.

operationally,classifying Procedure:

Small bottles of bromthymolblue (BTB) can be found inthe aquarium section in apet shop.

437436 e

r



438219

SUGGESTED ACTIVITY

Can you think of reasons whypeople buy BTB?

To hell) find out, do the

following activity.

Add one drop of vinegar to avial halffilled with blueBTB.

vImescrt

blurs BTB

What change did you observe?

Keep your vial. You will

use it later. To a new vialof blue BTB, add cne drop ofliquid ammonia.

Alf.twili.lt4=moad

What color change did youobserve? What happened whenmore drops of liquid ammoniawere added?

Can you make blue BTB turn

yellow?

439



220


What have you learned aboutthe BTB so far?

Now add one or more drops ofeach of your test solutions(Coke,. 7-up, Tab, milk,

fruit juice, limewater,baking soda, salt, sugar,fertilizer, aspirin, etc.)to vials of BTB. To testdry powders like salt orsugar, dissolve some of thepowder in a small vial ofwater.

If the test solution doesnot change the color of blueBTB, see if it will changeyellow BTB.

441

411440

AREA: MATTER

GRADE: 4-6


442221

Record your observations inthe chart below:

BIB

Test Changed No

Solution Color change

Fromvinegar blue to yellow

How are those solutions tliatturned blue BIB to yellow

alike?

How are those solutions thatturned yellow BT8 to blue

alike?

How are those solutionsalike that did not changeeither blue or yellow BTB?

443



3

444 222

How would you define anacid?

How would you define a base?

How would you define aneutral substance?

How do you think the juicefrom a fresh tomato willchange the color of BTB?

What materials do you haveat home that'you would liketo test with BTB?

Concept:Certain substances, called

1 acids, change blue BTB toyellow. Certain substances,called neutral substances,do not change the color ofeither blue or yellow BTU:

Teacher Information:Bromthymol blue (BTB) is an"acid base" indicator thatis found in most pet shopsin the "aquarium" section.People buy it to check thelevel of acidity in theiraquariums.

445

AREA: MATTERAGRADE: 4-6

COMPETENCY/PERFORMANCE OBJECTIVE CONCEPT PROCESS SKILLS. SUGGESTED ACTIVITY

A BTB solution is prepared byadding enough drops of theconcentrated BTB (in the smallplastic bottle) to a pint ofwater to make the solution darkblue. When an acid solution isadded, drop by drop, to a smallvial half-filled with BTBsolution,,the blue color changesto yellow. If a basic solution(liquid ammonia) is added toyellow BTB, the yellow colorwill change to blue. Thus, anoperational definition of anacid would be any substance thatchanges a BTB solution from blueto yellow. By using a BTBsolution, pupils can more easilyobserve the reversible nature ofan acid-based indicator (blue BTBcan be changed to yellow andback to blue by adding acids andbases in a sequential order).

In collecting data in thisactivity, pupil data can bepooled, thus increasing thenumber of examples from whichthe invention of the conceptscan occur. Solid substancessuch as sugar, salt, bakingsoda, soil, or fertilizer can be

446 447223

AREA: MATTER

GRADE: 4-6


a

448

tested by first dissolving themin small amountsof water.Because of the ease in handling,litmus paper lends itself forallowing pupils to transfer thelesson to their homes.

B. Red cabbage juice is anotheracid-based indicator. It canbe prepared by boiling redcabbage leaves in a smallamount of water. The

resulting concentratedsolution of bluish-purplejuice should be used soonafter preparation or refrige-rated. If left at roomtemperature over a period oftime, the juice will becomered due to the action ofmicro-organisms. Thisprovides an interestingproblem and an opportunityfor pupils to investigateVarious means of observingand controlling bacterialgrowth. The reversiblenature of this indicator canbe shown by adding an acidsuch as vingar to theblue-purple cabbage juice.The resulting red color can

449



450225

be changed back to blue -purple (or sometimes green)by the addition of a basesuch as liquid ammonia. Seethe chart below for colorchanges when drops of acidsor basic solution are addedto the juice.

AalTacutbr 444 A.$4. M Bye Ruitrat Mattria.

L.ttretu5blue rta 4t. Liu& Not4eci 4o eyel blvc. blue

Ver. (no (no change)

blue

fellow blueCAusnr

Redc.0,66.3e blucipurfie

Salt44-ton ys4erci

red +0

e'rflei6W6

451

APPENDIX I

GRAPHING

K-3

v;)

452

AREA: GRAPHING

GRADE: K-3


1. Construct a bar graph.

2. Construct predictions based ondata presented in a bar graph.

CONCEPT

Using bargraphs

Using bargraphs


Observing,measuring,graphing,inferring

453 229

Interpreting data

A. In advance, calibrate onegraduated cylinder (or anytall, slender container suchas an olive oil jar) foreach group of children. To

calibrate the cylinder, makea masking tape label (scale)

on the side of the cylinder.

Place one marble in a 50milliliter cylinder (acontainer that holds 50 ml

of liquid). Then fill thecylinder with 20 millilitersof water and drop one marblein the water. Number thelabel so that the waterlevel (water containingmarble) is a number otherthan 1--such as 4 Figure A).Drop a second marble intothe cylinder. Mark the newwater level on the tape.

A. Divide the children intogroups. Give each childfive marbles and onecalibrated cylinder contain-

454

AREA: GRAPHING

GRADE: K-3


455230

4

SUGGESTED ACTIVITY

ing one marble and 20 ml of'water. After each group hasadded three or four marbles totheir cylinder, ask/a child .ineach group to predict what thenew water level will be when thenext marble is added.

Ask the students to constructgraphs showing the water levelchange as each marble is addedto their cylinders. You maywant o review.the rules forgraphing from Level 1.

Graphs for the cylinder activityshould resemble the one below.

,o Level o wafer

7

0 1 Z y ,

/U/44er so le marbles.

456

AREA: GRAPHING

GRADE: K-3

COMPETENCY/PERFORMANCE OBJECTIVE CONCEPT PROCESS SKILLS-0 SUGGESTED ACTIVITY

457231

Ask the children to look fora'pattern in the data.Predict what will happen ifyou added seven, eight, ornine marbles. They can then

test each prediction.

B. Ask each child in the classto tell you the number .ofchildren in his or herfamily. Record the data ona chart on the board similarto the one that follows:

MonierCh :Oenin Airmily

0 2 2 3 6 7 9 to

mArie

!hp: dies11 0 0 0 0

Have the children record 'thedata from the chart on a bar

graph.

i i11I I IIII I III II11 1111 11111

-0144 rr Ai id re .1

458

AREA: GRAPHINGGRADE: K-3


3. Distinguish among quantitiesshown on a bar graph by usingterms such as "greater than,""less than," "greatest," and"lease."

459


Using bargraphs

Interpreting data

SUGGESTED ACTIVITY

After completing theirgraphs, ask questions thatmay be answered by readingtheir graphs. How mayfamilies have six children?Is the number of familieswith three children greaterthan the number of familieswith two children? How manychildren does the largest(smallest) family have?

A. With a number that is onelarger than the number mark-ing the initial water level(Figure B).

Lt re A Agure e

Repeat until 6 marbles arein the cylinder.

BEST COPY ;-tt--,it 4\ 460

APPENDIX II

GRAPHING

4-6

7

AREA: GRAPHING

GRADE: 4-6



I. Constn, - a line graph.

2. Identify the manipulatedvariable in an activity.

3. Identify the respondingvariable in an activity.

4. Label the horizontal andvertical axes on a graph.

5. Plot data on a line graph.

462


Construction ofa line graph

Observing, inferring, communicating, graphing,interpreting data

235

A. Provide a pendulum so that

its length may be varied.Attach a long string to ahook or screw eye in theceiling or in the to of a

door frame and then tie aweight to the free end.

Make sure the pendulum

swings freely.

Start the pendulum swingingwith the weight almost tothe floor.

After careful observation ofthe swinging pendulum, askthe students to suggest waysthey might change theswinging of the pendulum.Some suggestions would beto:

483

AREA: GRAPHINGGRADE: 4-6


236

464

1. Pull the weight fartherto one side before youlet it swing.

2. Pull the weight out onlya little way and let itswing.

3. Push the weight as youlet it go.

4. Change the weight to asmaller or larger size.

Accept and try as manysuggestions as possible.

Test this hypothesis. Askthe students how does thenumber of swings that apendulum makes in one minutedepend on the length of thependulum. Start the timingwhen the weight is releasedWhen it'returns to the poiof release for the first'time, count "one, two,"etc., until exactly oneminute has passed. Have thestudents work in groups of 4or 5. Have them start witha pendulum 180 cm long.Then shorten the pendulum to150 cm, 110 cm, 70 cm, and50 cm. They will need to

465

vY



.466


237

record their information ona data chart.

Len3PAof Pendulum

jn cenfimetersdo. of Swinjsin I roihede

Our) 42.70 em 34/Nem 29/50 dm 2*/nen, t 2

Oykinifalq+ed (res-pon.dinjvarid1)10 V4r013/e)

Before you have the studentsplot their data on a graph,reiew the rules for label-ing a line graph. Also

review previous line graphactivities.

1. The manipulated variable(the variable that is

changed systematically)is plotted on the verti-cal axis.

2. The responding variable(the variable that ismeasured and changes asa result of or as areaction to the changein the manipulatedvariable) is plotted onthe horizontal axis.

467

AREA: GRAPHINGGRADE: '4-6


468


238

3. Label each axis with thename of the variable andthe unit of measureused.

4. The number pairs areplotted as a point.

5. The number scales arevisually chosen so thatthe graph covers most ofthe paper.

6. The number scaXes do nothave to be the samealong both axes.

"14144.11Z /nammiamminiiMMIN111111111111111111111111AIUmimilimiill111111111111M11111111111111111111MIMIMMIliiim11111111.11L11111111111111111111111111111

IniusumilrOmeimmilmimigunmiimeramm1111111111LIN 111111 111111111111111111

Le r-v-

Per) d /u n

!en pie e r:s

469

v.



6. Identify and name the manipu-lated variable (any factor ina situation that is system-atically changed or manipu-lated) and the respondingvariable (any factor in asituation thot changes as aresult of or as a reaction tothe change in the manipulatedvariable).

7. Construct a line graph fromdata obtained in an investi-gation about the growth of acorn plant.

8. Identify data presented on agraph or table that providesan answer to the questionsbeing investigated.

.470

Making a linegraph

Identificationof a manipu-lated variable

Identificationof a respond-ing variable


Observing,controlling vari-ables, communicat-ing, measuring,interpreting data,graphing

239

A. Divide the children intogroups and have each groupplant a corn seed. Thenwater it with liquia plantfood. The liquid shouldcontain all of the materialsneeded for growth. Thegroup should begin measuringtheplant's growth when itfirst appears. Then measureits tallest leaf for 30days!

Each group should recordtheir data on a data chartsimilar to the one below.Of course, the numbers forheights and days measuredwill vary among groups.

CORN PLANT GROWTHHeight, inCentimetersDay

0 0

2

' 6

10

14

16

20

24

28

30

.6

1

1.5

2.5

3

4

5

7

8

4714



472 240

Have the students graphtheir data (from the datachart) individually. Theywill need to identify themanipulated variable intheir experiment. The

horizontal or x-axis is forthe manipulated variable.They should identify thenumber of days the plant wasmeasured as the manipulatedvariable.

Then they will need t)identify the respondingvariable. The respondingvariable is placed on thevertical or y-axis. Theyshould identify the heightin centimeters as theresponding variable.

eorn izeInt Grotvaen/18)

b(x-axis

IN

RN

,

vraph pip. I

mannuo-C

(k.. k)Q, kl

y

(AlcIn pu 14746,c/

vrg r ;sib/0

473



Now they are ready to'graphtheir data charts to decideon the numbers that theywill need to graph theirdata. Have th6m look at thefirst column of the datachart. The first column isfor the manipulated variable(the number of days). Askthem to identify the smallestnumber that must fit on thex-axis; the largest number.The numerals 0 to 30 mustfit evenly on the x-axis.

474241

They will then need to lookat the data in the secondcolumn. It is for theresponding variable (theheight in centimeters). Askthe children to identify thesmallest number that mustfit on the y-axis (0); thelargest number (8). Thenumerals from 0 to 8 mustfit evenly on the y-axis.

475


COMPETENCY/PERFORMANCE OBJECTIVE CONCEPT FROCESS SKILLS SUGGESTED ACTIVITY

242

476

maurisimisemimsmimminialaiRINMEIMMIIolommommemssomminmEmmesumusse

y -axis

Now they are ready to graphtheir data. They will needto look at their data chartswhile graphing the data.The chart has 10 numberpairs. They will put onei-

dot on the graph for each.

number pair. The numberpairs are:

(0,0)

(2,0.5)

(6,1)

(10,1.5)

(14,2.5)(16,3)

(20,4)

(24,5)

(28,7)

(30,8)

477

IAREA: GRAPHINGGRADE: 4-6

a,

COMPETENCY/PERFORMANCE OBJECTIVE CONCEPT PROCESIS SKILLS

C

478 243

SUGGESTED ACTIVITY

The first number pair (0,0)shows there was no ,growth on

the day the seed 'was

planted. Have them find 0on the x-axis. Then find 0on the y-axis. Place a dotwhere the two Mines meet.

fleijkl-oo

a semeiMIIIMNIMIMMO:IIMM OMiSowDay

3r4ph

Have the children look atthe next number pair(2,0.5). After 2 days, theheight of the leaf was 0.5cm. On the x-axis, find thevertical line that stands 1P) ''

for 2.

Now look at the y-axis. The

height at 2 days was 0.6.If your students aren'tfamiliar with decimals, you

t could use fractions. Youmay want to review decimalsbefore they begin measuringtheir plants. If your

students aren't familiar

479



480244

with decimals and fractions,then use whole numbers. Askthe students to find theline that would stand for0.6 cm of growth. Place adot where the line for 2days and the line for 0.6 cmmeet.

//e/jAt

11111111111111111111nomminumm11111111111111

1111111111111

1111111111!MIMI!

y

Go to the next number pair(6,1). Ask which linestands-for the number ofdays; for the height. Put adot where the two linesmeet.

Continue locating eachnumber pair with a dot. Thechildren may need help withthe heights of 1.5 and 2.5.For example: where is 1.5on the,y-axis? Think of it

481

.

:-


. COMPETENCY/PERFORMANCE OBJECTIVE CONCEPT PROCESS SKILLS

,

482

245

SUGGESTED ACTIVITY

as half way between 1.0 and2.0.

B. They could compare two setsof data by putting both setson one graph. They would

a key for eachset f data (for instance, adotted line to connect theidots on one graph and astraight line to connect thesecond set of data on thesame7graph could be used.)'

After they have drawn all 10dots on their graphs, theywill need to connect thedots with a line. Now theycan use their graphs forpredicting (extrapolation).How tall do you think theplant might have been at 15days of growth? On what daydo you think the plant wouldbe 10 cm long?

APPENDIX III

Measuring Volume, Length, and Weight

K-6

484

AREA: MEASURING VOLUMEGRADE: K-6


The student will be able to:.'

1. Demonstrate a way to comparetwo volumes.

2. Identify which of two con-tainers has the larger volume.

485

The amount ofliquid a con-tainer holdsis a measureof the volumeof the con-ta.aer

Comparingvolumes

Measuring

Measuring,

communicating

249

A. Put'four clear jars in acentral location. (Note:

Two bf the jars should varyin size--tall and narrow,short and' wide--but theirvolumes should be similar.)Fill these two jars withcolored water. The othertwo jars should be identicalin size and shape, such astwo mayonnaise jars. Thesejars should be empty.

Tell the children that theamount of liquid a containerholds is a measure of thevolume of the container.The volume of a containerdoes not change; the samecontainer always holds thesame amount of liquid.

A. Ask the children to find away to find out which of thetwo water--filled jars holdsmore water or has the largervolume. They can use onlythe equipment on the table/.Collect their ideas and haveindividual children demon-

486

6

AREA: MEASURING VOLUMEGRADE: K-6


strate them. The followingare some of the methods thatcould be tested:

1. Pour the water from oneof the labeled jars intoone of the two identicallarge containers. Pourthe water from the otherlabeled jar into thesecond large container.Compare the water levelsin the two identicalcontainers. 'f thelevel of the water ishigher in one containerthan in the other, thevolume of the jar thatoriginally held thiswater is the larger ofthe two.

2. Pour the water out ofone of the labeled jarsand pour the water fromthe second one into thefirst. If it all goesin with some space leftover, the first jar islarger than the second;if all of the water willnot go in, the secondhas the larger volume.

4 488487 i

AREA: MEASURING VOLUME

GRADE: K-6


3 Demonstrate how to measure thevolyme of liquid using metricunits.

Using metricknits tomeasurevolume

Observing,measuring

A.

489 251

SUGGESTED ACTIVITY

3. Pour the water from oneof the labeled jars'intoone of the two identicalcontainers, and mark thelevel of the coloredwater on the side of thejar; then pour the waterback to refill the firstlabeled jar. Pour thewater from the secondlabeled jar into thelarge marked container,and compare the level ofthe liquid with the markpreviously made.

If interest continues,let groups of childrenuse different methods tocompare volumes of waterin the jars.

Show the children agraduated cylinder andseveral marbles.

000000

490

AREA: MEASURING VOLUME a

GRADE: K-6 ?


4. Name the volume of a liquidin metric units.

Using metricunits tomeasurevolume

Communicating A.

491252

Pour 25 millileters (ml)into the cylinder, and havesomeone read the volume.Remind them to measureaccurately. If the grad-uated cylinder is held at qangle while the level op thesubstance is read, there isa chance for error inmeasurement. They should besure that their eyes arelevel with the to surfaceof the substance when theyread the volume in thegraduated cylinder.

Ask if anyone can suggest away to find the volume of amarble by using thegraduated cylinder andwater. Drop a marble intothe cylinder. Ask what thevolume of the marble is.(It is the water levelchange.)

0 ft 1:4% k%Aa r'"ife°`"

rjI°IlonaIIIIIIIim.

492

41"

AEA: MEASURING LENGTH

GRADE: K-6



1. Name various units of length Introduce the

in the metric system. metric units oflinear measure(m, dm, cm)

2. Construct estimations oflinear dimensions of commonobjects in terms of centi-meters, decimeters, or' Meters.

3. Identify a known object thatis approximately the samelength or width as anotherobject.

493

$


Units of lengthin the metricsystem-arerelated to eachother by powersof 10 as fol-lows:

10 cm = 1 dm

10 dm = 1m1 m = 100 cm1 cm = 0.01 m

(1/100th)1 dm = 0.1 m

(1/10th)

Measuring,estimating,inferring

253

A. Divide the children intosmall groups and give eachgroup a meter stick. Have

the children review themarkings on the meter stick.Ask the children to use themeter stick to show you thelength of a cm, a dm, and an

m. Have each child measurewidth of a finger and repr'rt

their results. (A finger is

about 1 cm wide.) Have thechildren measure the dis-tance from the tip of theirmiddle finger to the heel ofthe palm. This length isapproximately 1 dm. Let.

them measure one child's"gaint step." The step

should measure approximately1 meter. Ask the childrento estimate the height ofone child in dm. (Select a

child who is about 1/2 astall as the door is high.)Ask another child to measurethe child, and then comparethe child's height with theheight of the do9rway. The

doorway is about twice the

494

AREA: MEASURING LENGTHGRADE: K-6


I

495

F

height of the child.Emphasize that with a mentalimage of the child's heightor the door's height, onecan estimate the height ofother objects without havingto measure them.

Note: Estimating is a skillthat requires a familiaritywith a measuring system. In

turn, practice in estimatingleads to greater facility inthe use of this measuringsystem.

Play an estimation game. Set it

up by placing three bases 5 to10 dm apart so that they form anequilateral triangle. Eachplayer needs a playing piece anda scorecard; each pair ofchildren needs one meter stickto check estimations of dis-tances. The first player beginsthe game by placing a playingpiece next to one of alp bases.The second player puts/hisfinger alongside the piece to .

mirk its position. The firstplayer then moves the piece

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toward one of the other bases bygiving the piece a quick pushwith his finger.

The first player records a moveon his score card and thenestimates the distance in cm ordm from the starting point of'the piece (where the second-player's finger is to itsposition after the move).

The first player then measuresthe distance with the meterstick. If his estimation waswithin an acceptable range (anestimate. of measurement that is10 units or more should beaccurate within 2 units), hemoves again toward the target

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base. If not, the second playertakes a turn.

Play continues until each playerhas moved around the triangle,touching each base in turn.

The winner is the player thatmoves around the triangle in thesmaller number of moves.

Note: Variations of the gamecould be played using othermetric units of length.

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1. Demonstrate the principleof an equal-arm balance.

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CONCEPT PROCESS'SKILLS SUGGESTED ACTIVITY

Using a balance

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Experimenting A. The children will compareobjects on the basis ofweight by lifting them withan equal-arm balance.

If an equal-arm balance isnot available, one could bemade with a soda bottle,safety pins, wooden dowel,.aluminum pie pan, stting,sand, and eye screws.

rubber s-lopperk Ce14 o r cork)wi f pins

,scre4eye

SiriT

soda bolile-Fr 'led wi-th sand

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2. Order objects of different Weight isweights by lifting them and the forceby comparing them on an resultingequal-arm balance. from the pull

of the earthon objects

5 Q3

Predicting,

measuring

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A. When two objects being com-pared have nearly the sameweight, an equal-armbalance will provide a pre-cise method of comparison.Two objects having the sameweight will balance eachother if they are placed onopposite pans of an equal-arm balance.

On a table arrange a col-lection of common objectsthat are sufficiently dif-ferent in weight 50 that thechildren can order them fromlightest to heaviest bylifting them. Extend thisactivity of lifting andordering to include a seriesof objects that look alikeand have about the samevolume but "feel different"when they are lifted becausesome are heavier thanothers. Coffee cans withplastic lids or similarcontainers filled withdifferent amounts of sandmay be used.

51)4



Weight is aforce down orearth-pull ofan object

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Measuring

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B. Repeat the activity in A byusing a book, a drinkingstraw, a box of crayons, aruler, and a chalkboarderaser. Have the childrenarrange the items in orderfrom lightest to heaviest.After this review, serratethe children into groups andprovide each group with anequal-arm balance. Alsogive each group an identicalcollection of small objectsto be weighed (toy cars,washers, bolts, nuts, smallcubes, bar magnets, handlenses, etc.). Some objectsshould weigh the same ornearly the same. (Ask the

children to compare andorder thesassorted objectsby using a balance.)

After the children have hadsufficient time to experi-ment, ask someone from eachgroup to report to othersthe order into which thegroup put the objects. If

there are disagreements,have the members of one ofthe groups demonstrate howthey made their measure-ments. Variations in

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COMPETENCY/PERFORMANCE OBJECTIVE CONCEPT PROCESS SKILLS SUGGESTED.ACTIVITY

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results may be due to anyone of the followingfactors:

1. The children may haveused a balance that wasnot correctly adjusted.When the pans are emptythe balance arm shouldbe level.

2. Some minor variations inweight may exist among

.,-

objects of the samekind.

C. Fut an object in one of thepans of a balance and askthe children what you wouldneed to make the pansbalance. Someone may tellyou to put something more onthe "up" pan or to make theforce bigger on the lighterside. A good suggestion isto put small identicalobjects, such as paperclips, washers, or cubes inthe second pan until balanceis achieved. Then thechildren can see that one

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,

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CONCEPT

COkA VAitrworr

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object is balanced by, orhas the same weight as, 11

paper clips.

Separate the children intogroups and give each group abalance, paper clips, and anidentical collection ofsmall items to be weighed.Have them count the numberof paper clips needed tobalance each object. Askthem to record the number of

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COMPETENCY/PERFORMANCE OBJECTIVE CONCEPT PROCESS SKILLS SUGGESTED ACTIVITY4

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paper clips needed tobalance each object. Askthem to record the number ofpaper clips on paper or onthe chalkboard. Have thechildren compare the numberof jAper clips required tobalance each of the objects.Since the objects areidentical, the results ofeach group should agreeclosely.

D. With a large'seesawbalance, two children cancompare their own weights.Ask the childrdn to stand atequal distances from thefulcrum (central support).If the lighter child ishanded several identicalbooks, one at a time, untilthe seesaw is balanced, theweight of the heavier childcan be expressed as the sameas the weight of the lighterchild plus the number ofbooks he or she is holding.

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BIBLIOGRAPHY

1. Abruscato, J.; Hassard, J.; and Fossauca, J. Holt Elementary Science. New York: Holt, 1980I

2. Barufaldi, J.; Ladd, G.; and Moses, A. Heath Science Series. Lexington: Heath, 1981.

3. Blecha, M.; Gego, P.; and Green, M. The New Exploring Science Program. River Forest, Illinois: Laidlaw,1982.

4. Branduein, P., et al. Concepts in Science Series, Curie Edition. New York: Harcourt, 1980.

5. Cunningham, J.; Gardner, R.; and Troist, C. Modular Activities Program in Science. Boston: HoughtonMiffliA, 1977.

6. Holmes, N. J. et al. Gateways to Science Series, 4th Edition. New York: Webster, 1983.

7. Mallison, G., and Mallison, J. Science: Understanding Your Environment. Morristown, New Jersey:Silver-Burdett, 1981.

rt

8. Sund, R.; Adams, D.; and Hackett, J. Accent on Science. Columbus: Chas. E. Merrill, 1980.

9. Rockcastle, V.; McKnight, B.; Solamon, F.; and Schmidt, V. Addison-Wesley Science. Menlo Park,California: Addison-Wesley, 1980.

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EVAULATIVE TECHNIQUES

Methods for evaluating pupils' achievement and progress are an integral part of the instructional

program. Evaluation techniques must reflect (1) the objectives to be reached, and (2) the activities

employed to reach those objectives. Since the objectives are stated clearly, the method of evaluation'is

indicated within the objective. The objectives are stated in behavioral terms, the process skills are

identified, and suggested activities are listed. Thus, it is clear what the student is expected to be able

to do after successful completion of a learning activity. The student can demonstrate successful attainment

of an objective by doing specific things which can be observed.

It is important that evaluation should consist of more than just paper and pencil tests on recall of

factual knowledge. A variety of evaluative activities should be used.

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